This study examines the reciprocal relationship between critical action and ethnic–racial identity (ERI) exploration in Black college students using a longitudinal cross-lagged model. Participants were Black students (N = 237; M_age = 18.2; 74% female) from a longitudinal study of college transition. Analyses examined the temporal ordering and directionality of associations between critical action and ERI exploration over four time points from college entry through four years of college. Critical action positively predicted ERI exploration over each year of college, and ERI exploration positively predicted critical action in a reciprocal fashion over the same years. These findings underscore theoretical assertions that critical action and ERI are intertwined in Black youths' development and provide insight into how critical action and ERI overlap beyond adolescence.

中文翻译：

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批判行动和民族-种族认同：大学过渡中种族抵抗的工具


本研究使用纵向交叉滞后模型检验了黑人大学生的批评行动与种族认同（ERI）探索之间的相互关系。参与者是来自大学过渡纵向研究的黑人学生（ N = 237； M_年龄= 18.2；74% 女性）。分析考察了从大学入学到大学四年的四个时间点上关键行动与 ERI 探索之间关联的时间顺序和方向性。关键行动正向预测大学每一年的 ERI 探索，而 ERI 探索则以互惠的方式正向预测同一年的关键行动。这些发现强调了理论断言，即批评行动和 ERI 在黑人青少年的发展中相互交织，并提供了关于批评行动和 ERI 在青春期之后如何重叠的见解。