There is limited longitudinal research examining multiple ethnic-racial identity (ERI) components from adolescence into young adulthood. The current study modeled Latino adolescents’ ERI trajectories across the college transition (N = 206; M_age = 18.10 years, SD = 0.41; 65.0% female). Longitudinal data from a survey administered on five occasions across 3 years were analyzed using multilevel growth modeling. Prior to college, Latino heritage culture orientation was positively associated with ERI exploration and resolution. ERI exploration increased over time. ERI resolution was high with no average change; Latino heritage culture orientation predicted variability in resolution over time. Before college, male-identifying youth reported higher ERI public regard from teachers/professors compared to female-identifying youth. Public regard increased to a greater extent for female compared to male adolescents. The findings join evidence for lifespan and intersectional models of ERI development.

对从青春期到成年早期的多种民族身份（ERI）组成部分的纵向研究有限。当前的研究模拟了拉丁裔青少年在整个大学过渡过程中的 ERI 轨迹（ N = 206； M_年龄= 18.10 岁， SD = 0.41；65.0% 为女性）。使用多层次增长模型对三年内五次调查的纵向数据进行了分析。上大学之前，拉丁裔传统文化导向与 ERI 探索和解决呈正相关。 ERI 勘探随着时间的推移而增加。 ERI分辨率高，平均无变化；拉丁裔传统文化取向预测分辨率随时间的变化。在大学之前，与女性认同的青年相比，男性认同的青年受到教师/教授更高的 ERI 公众关注。与男性青少年相比，公众对女性青少年的关注程度有所提高。这些发现与 ERI 发展的寿命和交叉模型相结合。