Drawing from Nigrescence Theory (Cross, 1991); Social Identity Theory (Tajfel, 1982); and the Ethnic Identity framework (Umana-Taylor, Yazedjia, and Bamaca-Gomez, 2004), this mixed method dissertation examined three questions: (1) Are there age-group differences in Oaxaqueno/a-heritage adolescents' and young adults' ethnic-racial attitudes and Identity-Salient Experiences (ISE)?; (2) Are there age-group differences in the interrelations among ethnic-racial attitudes, reported discrimination from Mexican peers, self-esteem, and Indigenous self-identification?; and (3) Does ethnic identity buffer the predicted negative relationship between discrimination from Mexican peers and self-esteem? Result indicate small overall age-group differences in ethnic-racial attitudes and ISE, but, compared to young adults, adolescents endorsed higher ethnic-racial Self-Hatred attitudes and lower Multiculturalist Inclusive attitudes. While 72% of participants reported experiencing discrimination from their Mexican peers, only 25% of participants recalled an ISE involving discrimination as formative to their identity. Rather, 63% of adolescents and young adults recalled an ISE involving the cultural practices of the Oaxaqueno community as formative. Adolescents and young adults cited ISEs as helping them identify and explore the cultural and racial markers that define the distinctiveness of the Oaxaqueno and Indigenous culture within the Mexican community. Second, adolescents', but not young adults', reported discrimination from their Mexican peers was positively correlated with their Miseducation and Self-Hatred attitudes. Only ethnic-racial Self-Hatred attitudes were negatively related to adolescents' and young adults' self-esteem. Among Oaxaqueno/a-Indigenous youth, those who self-identified as Indigenous reported more discrimination from Mexican peers than those who did not self-identify as Indigenous. Third, there was no evidence that ethnic identity buffered the negative effect of discrimination. Findings lend support for adolescence as a time when Oaxaqueno/a-heritage youth are particularly attuned to discrimination from their Mexican peers. The findings indicate that while discrimination may not be formative to adolescents' identity as Oaxaqueno/a, they were related to their learned and internalized stereotypes about the Oaxaqueno community. Findings also reveal how ethnicity and race together shape Oaxaqueno/a-heritage youths' sense of belonging as Mexican, Oaxaqueno/a, and Indigenous in adolescence and young adulthood. Finally, implications for the three theoretical models framing the study are discussed.

This book provides broad coverage of the various research approaches that have been used to study the development of ethnic identity in children and adolescents and the transmission of ethnic identity across generations. The authors address topics of acculturation and the development and socialization of ethnic minorities—particularly Mexican-Americans. They stress the roles of social and behavioral scientists in government multicultural policies, and the nature of possible ethnic group responses to such policies for cultural maintenance and adaptation.

The Routledge International Handbook of Autoethnography in Educational Research presents diverse and rigorous contemporary research at the intersection between autoethnography and educational research. The handbook investigates the bidirectional connection between autoethnography and educational research in relation to four themes: enhancing teaching and teacher education with autoethnography; enlarging doctoral study and supervision with autoethnography; conducting identity work and relationship-building via autoethnography; and promoting social justice through autoethnography. In addition to the synthesising introduction and conclusion chapters, the 27 main chapters in the handbook cover current research from Africa, Aotearoa New Zealand, Australia, Bangladesh, Canada, Spain, the United Kingdom, the United States and Venezuela. The chapters present novel applications of several key concepts and research methods, including activism, arts-based research, critical reflection, decolonising feminism, doctoral study and supervision, hybrid identities, Indigenous research, migrant education, racism, researcher self-efficacy, teacher identity, visual autoethnography and writing as voice. This book will be of use to all researchers, and doctoral and Masters students, using qualitative and autoethnographic methods in Education and related fields.

Identity is defined in many different ways in various disciplines in the social sciences and sub-disciplines within psychology. The developmental psychological approach to identity is characterized by a focus on developing a sense of the self that is temporally continuous and unified across the different life spaces that individuals inhabit. Erikson proposed that the task of adolescence and young adulthood was to define the self by answering the question: Who Am I? There have been many advances in theory and research on identity development since Erikson's writing over fifty years ago, and the time has come to consolidate our knowledge and set an agenda for future research. The Oxford Handbook of Identity Development represents a turning point in the field of identity development research. Various, and disparate, groups of researchers are brought together to debate, extend, and apply Erikson's theory to contemporary problems and empirical issues. The result is a comprehensive and state-of-the-art examination of identity development that pushes the field in provocative new directions. Scholars of identity development, adolescent and adult development, and related fields, as well as graduate students, advanced undergraduates, and practitioners will find this to be an innovative, unique, and exciting look at identity development.

This book uncovers the social and educational experiences of an increasing yet understudied population of young immigrants in the US, focusing on multilingual students who speak one of three Indigenous languages: Zapotec, Mixtec and P’urhépecha. It explores students’ ethnoracial identities, Indigenous language use and transnational practices and the influence of these factors on school adjustment, academic achievement and educational pathways. This three-year mixed-methods study in semi-urban, urban and rural contexts assesses student interviews, teacher interviews and survey data to provide an account of how Indigenous students develop their social identities and examines the influence of their non-Indigenous Mexican peers and teachers. It highlights new developments in Latinx cultural and linguistic heterogeneity and intragroup race/ethnic relations, informing policymakers and educators about Indigenous immigrant students and how to effectively support their multilingualism, ethnic identity development and educational success. It will be of interest to researchers working in related fields such as education, Latin American studies and immigration studies.

CSA Sociological Abstracts abstracts and indexes the international literature in sociology and related disciplines in the social and behavioral sciences. The database provides abstracts of journal articles and citations to book reviews drawn from over 1,800+ serials publications, and also provides abstracts of books, book chapters, dissertations, and conference papers.

As migration has not commonly been considered as part of the indigenous experience, the prevalent view of indigenous communities tends to portray them as static groups, deeply rooted in their territories and customs. Increasingly, however, indigenous peoples are leaving their long-held territories as part of the phenomenon of global migration beyond the customary seasonal and cultural movements of particular groups. Diverse examples of indigenous peoples' migration, its distinctive features and commonalities are highlighted throughout this report, and show that more research and data on this topic are necessary to better inform policies on migration and other phenomena that have an impact on indigenous people' lives.

A collection of essays that analyze the interconnections between race, ethnicity, and sport.

Through interviews with three generations of Yalálag Zapotecs (“Yaláltecos”) in Los Angeles and Yalálag, Oaxaca, this book examines the impact of international migration on this community. It traces five decades of migration to Los Angeles in order to delineate migration patterns, community formation in Los Angeles, and the emergence of transnational identities of the first and second generations of Yalálag Zapotecs in the United States, exploring why these immigrants and their descendents now think of themselves as Mexican, Mexican Indian immigrants, Oaxaqueños, and Latinos—identities they did not claim in Mexico. Based on multi-site fieldwork conducted over a five-year period, Adriana Cruz-Manjarrez analyzes how and why Yalálag Zapotec identity and culture have been reconfigured in the United States, using such cultural practices as music, dance, and religious rituals as a lens to bring this dynamic process into focus. By illustrating the sociocultural, economic, and political practices that link immigrants in Los Angeles to those left behind, the book documents how transnational migration has reflected, shaped, and transformed these practices in both their place of origin and immigration.

Twentieth century Los Angeles has been the focus of one of the most profound and complex interactions between distinct cultures in U.S. history. In this pioneering study, Sanchez explores how Mexican immigrants "Americanized" themselves in order to fit in, thereby losing part of their own culture.