Ethnic–racial identity (i.e., individuals’ beliefs about their ethnic–racial group membership and the processes through which they develop those beliefs) is a developmental competency that can promote adolescents’ adjustment; however, the extant literature has largely focused on how distinct dimensions of ethnic–racial identity are associated with adjustment (i.e., variable-centered approaches), potentially obscuring a more holistic understanding of this developmental competency. The current study utilized latent profile analysis, a person-centered approach, to examine profiles of ethnic–racial identity among Black (n = 325; M_age = 15.94, SD = 1.14) and Latinx (n = 370; M_age = 16.13, SD = 1.10) adolescents as well as links between profile membership and adjustment. Three ethnic–racial identity profiles emerged: Diffuse & Low Regard (n = 55; lower development, lower self-concept); Diffuse & High Regard (n = 160; lower development, higher self-concept); and Developed & Idealized (n = 477; higher development, higher self-concept). The profile highest in ethnic–racial identity across all indicators reported the highest levels of adjustment. The findings highlight the synergistic benefits of ethnic–racial identity development and positive self-concept for adolescents’ psychosocial and academic adjustment.

民族-种族认同（即个人对其民族-种族群体成员身份的信念以及他们形成这些信念的过程）是一种可以促进青少年适应的发展能力；然而，现有文献主要集中在种族-种族认同的不同维度如何与调整相关联（即以变量为中心的方法），这可能掩盖了对这种发展能力的更全面的理解。当前的研究利用潜在特征分析（一种以人为中心的方法）来检查黑人（n  = 325；M_年龄 = 15.94，SD  = 1.14）和拉丁裔（n  = 370；M_年龄 = 16.13，标清 = 1.10 )青少年以及个人资料成员资格和调整之间的联系。出现了三种族裔-种族身份特征：弥漫性和低关注度（n  = 55；较低的发展，较低的自我概念）；扩散和高度关注（n  = 160；较低的发展，较高的自我概念）；和发达＆理想化（Ñ  = 477;更高的发展，更高的自我概念）。在所有指标中，民族-种族认同度最高的人报告的调整水平最高。研究结果强调了民族-种族认同发展和积极的自我概念对青少年社会心理和学业调整的协同效益。