Ethnic-racial identity (ERI) development is consequential for youth adjustment and includes exploration, resolution, and affect about the meaning of one’s ethnic-racial group membership. Little is known about how identity-relevant experiences, such as ethnic-racial socialization and discrimination in peer relationships and school contexts, catalyze adolescent ERI development. The present study examines how identity-relevant experiences in friend and school contexts (i.e., proportion of same-ethnoracial friends, cultural socialization among friends, friends’ ERI dimensions, friends’ experiences of ethnoracial discrimination, and school promotion of cultural competence and critical consciousness) are associated with ERI development. A multivariate path model with a sample from four southwestern U.S. schools (N = 717; 50.5% girls; M_age = 13.76; 32% Latinx, 31.5% Multiethnic, 25.7% White, 11% other) was used to test these associations. Findings showed that friend and school predictors of ERI did not differ between early and middle adolescents, but significant differences and similarities emerged in some of these associations between ethnoracially minoritized and White youth. Specifically, friend cultural socialization was positively associated with ERI exploration for ethnoracially minoritized youth only, whereas school critical consciousness socialization was positively linked with ERI exploration only for White youth. Friend cultural socialization and friend network’s levels of ERI resolution were positively associated with ERI resolution across both ethnoracial groups. These friend and school socialization associations were documented above and beyond significant contributions of personal ethnoracial discrimination to ERI exploration and negative affect for both ethnoracially minoritized and White youth. These findings expand our understanding of how friend and school socialization mechanisms are associated with adolescent ERI development, which is vital to advancing developmental theory and fostering developmental competences for youth to navigate their multicultural yet socially stratified and inequitable world.

民族-种族认同 （ERI） 的发展对青年的适应具有重要意义，包括探索、解决和影响一个人的民族-种族群体成员身份的意义。关于与身份相关的经历，例如民族-种族社会化以及同伴关系和学校环境中的歧视，如何促进青少年 ERI 的发展，人们知之甚少。本研究考察了朋友和学校环境中的身份相关经历（即同族裔朋友的比例、朋友之间的文化社会化、朋友的 ERI 维度、朋友的种族歧视经历以及学校对文化能力和批判意识的提升）如何与 ERI 发展相关联。一个多元路径模型，样本来自美国西南部的四所学校（N = 717;50.5% 的女生;M_年龄 = 13.76;32% 拉丁裔、31.5% 多种族、25.7% 白人、11% 其他）用于测试这些关联。研究结果表明，青少年早期和中期青少年的 ERI 的朋友和学校预测因子没有差异，但在少数族裔青年和白人青年之间的一些关联中出现了显着差异和相似之处。具体来说，朋友文化社会化仅与少数族裔青年的 ERI 探索呈正相关，而学校批判意识社会化仅与白人青年的 ERI 探索呈正相关。朋友文化社交和朋友网络的 ERI 分辨率水平与两个种族群体的 ERI 分辨率呈正相关。 这些朋友和学校的社会化协会被记录在案，超越了个人种族歧视对 ERI 探索的重大贡献和对少数族裔和白人青年的负面影响。这些发现扩大了我们对朋友和学校社会化机制如何与青少年 ERI 发展相关的理解，这对于推进发展理论和培养青年在多元文化但社会分层和不公平的世界中导航发展能力至关重要。