This study investigated ethnic-racial identity (ERI) developmental processes (i.e., exploration and resolution) as pathways for adolescents to develop global bicultural competence, or the ability to meet heritage and host cultural demands. The sample included 749 U.S. Mexican-origin youth (30% Mexico-born; 51% male) followed from early-to-late adolescence (M_age = 12.79–17.38 years). Longitudinal structural equation analyses revealed that youth’s sequential engagement in ERI exploration and resolution (from early-to-middle adolescence) promoted global bicultural competence in late adolescence. The findings highlight the benefits of achieving clarity about one’s ERI via self-exploration efforts for adolescents’ ability to respond effectively to bicultural demands. This study advances mechanisms via which ERI development may support youth adaptation to multiple cultural systems.

中文翻译：

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民族-种族认同发展过程对全球双文化能力发展的影响

本研究调查了种族-种族认同 (ERI) 发展过程（即探索和解决）作为青少年发展全球双文化能力或满足遗产和东道国文化需求的能力的途径。样本包括 749 名美国墨西哥裔青年（30% 墨西哥出生；51% 男性），从青春期早期到晚期（M_年龄） = 12.79–17.38 岁）。纵向结构方程分析表明，青少年连续参与 ERI 探索和解决（从青春期早期到中期）促进了青春期后期的全球双文化能力。研究结果强调了通过自我探索努力来明确自己的 ERI 对青少年有效应对双文化需求的能力的好处。这项研究推进了 ERI 发展可能支持青年适应多种文化系统的机制。