Research suggests that achieved ethnic identity has positive implications for the adjustment of Adolescents of Color. However, researchers know very little about whether (or how) the impact of achieved ethnic identity extends into college years. To explore this, our study examined the effects of ethnic identity on both social and academic adjustment of Students of Color at two large public research universities with distinct enrollment characteristics. Using multiple group analyses, we tested and confirmed the developmental significance of Phinney’s conceptualization of achieved ethnic identity. In both university contexts, achieved ethnic identity related to academic adjustment for Students of Color. We found no differences in regression paths between the two institutional contexts, supporting the assertion that achieved ethnic identity plays a prominent role in student success for minoritized students across college contexts. Our study extends Phinney’s theory of ethnic identity development to the study of college adjustment.

研究表明，获得的种族认同对有色人种的调整具有积极意义。然而，研究人员对获得的种族认同是否（或如何）影响到大学时代知之甚少。为了探索这一点，我们的研究考察了种族认同对两所具有不同招生特征的大型公立研究型大学的有色人种学生的社会和学术调整的影响。使用多组分析，我们测试并证实了芬尼的已实现种族认同的概念化的发展意义。在两所大学的背景下，实现了与有色人种学生的学术调整相关的种族认同。我们发现两种制度背景之间的回归路径没有差异，支持实现种族认同的断言在大学背景下的少数族裔学生的学生成功中起着重要作用。我们的研究将菲尼的民族认同发展理论扩展到大学适应研究。