{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/116078"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/116078","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The process of ethnic identity formation for second-generation Mexican-American first-year college students: Exploring peers’ role in ethnic identity development","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2024-08-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2024-08-01","abstract_has_math":false,"creators":["Munoz, Lorraine"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Human Dvlpmt & Family Studies","degree_department":null,"school":null,"contributors":["Raffaelli, Marcela","Smith, Sharde","Larson, Reed W.","Dowling, Julie A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-08","date_published":"2022-08","updated_at":"2026-07-22T22:24:55Z","subjects":["Ethnic Identity Development","College Students","Peers"],"languages":["en","eng"],"rights":["Copyright 2022 Lorraine Munoz"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/116078","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Raffaelli, Marcela","Smith, Sharde","Larson, Reed W.","Dowling, Julie A."]},{"key":"dc:creator","label":"Author","values":["Munoz, Lorraine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-08","2022-07-12"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Dvlpmt & Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Ethnic Identity Development","College Students","Peers"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Lorraine Munoz"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/116078"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2024-08-01","The student, Lorraine Munoz, accepted the attached license on 2022-07-11 at 11:55.","The student, Lorraine Munoz, submitted this Dissertation for approval on 2022-07-11 at 12:56.","This Dissertation was approved for publication on 2022-07-12 at 12:59.","DSpace SAF Submission Ingestion Package generated from Vireo submission #18207 on 2022-11-15 at 21:39:43","Ethnic identity development is an important task that can be particularly complex for adolescents with immigrant parents. Ethnic identity stage theory suggests there are three stages of ethnic identity development and the bioecological model indicates that an individual’s context influences change or stability over time. In adolescence, peers become a more prominent socializing agent in adolescents’ ethnic identity development. However, there is limited research on how peer ethnic socialization influences adolescents’ ethnic identity development over time. The current study examined peers’ role in second-generation Mexican American adolescents’ ethnic identity development in high school and during their first year of college. A longitudinal qualitative research design with grounded theory was used. Semi-structured in-depth interviews were conducted with 20 second-generation Mexican American first-year college students during the fall and spring semester. Participants were asked to describe the messages they received from their peers about their ethnicity and if they felt the messages differed between their high school peers and college peers. Grounded theory analyses examined the content and impact of peer ethnic socialization messages; distinctions in ethnic socialization messages from same-ethnic peers and different-ethnic peers emerged from the data. Based on this analysis, I identified three constructs of peer ethnic socialization messages: influencing ethnic identity exploration, informing ethnic identity resolution and salience, and promoting positive ethnic identity affirmation. Additionally, I identified three patterns of ethnic identity development over time: ethnic identity normative development trajectories, revisiting ethnic identity search, and diffused unexamined ethnic identity. Overall, peers (especially same-ethnic peers) appear to be a key socializing agent in adolescence and in the college context, which influences different trajectories of ethnic identity development over time. This study adds to a limited body of work examining ethnic identity development in college longitudinally, as well as the limited work on peer ethnic socialization and distinction by ethnicity of peer group. The study also addresses critiques of stage theory, by taking into account social interactions and situational influences impacting ethnic identity development and identifying different patterns and sub-patterns of ethnic identity stage development over time beyond the normative progressive linear trajectory."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The process of ethnic identity formation for second-generation Mexican-American first-year college students: Exploring peers’ role in ethnic identity development"]}]}],"canonical_facts":{"dc:contributor":["Raffaelli, Marcela","Smith, Sharde","Larson, Reed W.","Dowling, Julie A."],"dc:creator":["Munoz, Lorraine"],"dc:date":["2022-08","2022-07-12"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2024-08-01","The student, Lorraine Munoz, accepted the attached license on 2022-07-11 at 11:55.","The student, Lorraine Munoz, submitted this Dissertation for approval on 2022-07-11 at 12:56.","This Dissertation was approved for publication on 2022-07-12 at 12:59.","DSpace SAF Submission Ingestion Package generated from Vireo submission #18207 on 2022-11-15 at 21:39:43","Ethnic identity development is an important task that can be particularly complex for adolescents with immigrant parents. Ethnic identity stage theory suggests there are three stages of ethnic identity development and the bioecological model indicates that an individual’s context influences change or stability over time. In adolescence, peers become a more prominent socializing agent in adolescents’ ethnic identity development. However, there is limited research on how peer ethnic socialization influences adolescents’ ethnic identity development over time. The current study examined peers’ role in second-generation Mexican American adolescents’ ethnic identity development in high school and during their first year of college. A longitudinal qualitative research design with grounded theory was used. Semi-structured in-depth interviews were conducted with 20 second-generation Mexican American first-year college students during the fall and spring semester. Participants were asked to describe the messages they received from their peers about their ethnicity and if they felt the messages differed between their high school peers and college peers. Grounded theory analyses examined the content and impact of peer ethnic socialization messages; distinctions in ethnic socialization messages from same-ethnic peers and different-ethnic peers emerged from the data. Based on this analysis, I identified three constructs of peer ethnic socialization messages: influencing ethnic identity exploration, informing ethnic identity resolution and salience, and promoting positive ethnic identity affirmation. Additionally, I identified three patterns of ethnic identity development over time: ethnic identity normative development trajectories, revisiting ethnic identity search, and diffused unexamined ethnic identity. Overall, peers (especially same-ethnic peers) appear to be a key socializing agent in adolescence and in the college context, which influences different trajectories of ethnic identity development over time. This study adds to a limited body of work examining ethnic identity development in college longitudinally, as well as the limited work on peer ethnic socialization and distinction by ethnicity of peer group. The study also addresses critiques of stage theory, by taking into account social interactions and situational influences impacting ethnic identity development and identifying different patterns and sub-patterns of ethnic identity stage development over time beyond the normative progressive linear trajectory."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/116078"],"dc:language":["en","eng"],"dc:rights":["Copyright 2022 Lorraine Munoz"],"dc:subject":["Ethnic Identity Development","College Students","Peers"],"dc:title":["The process of ethnic identity formation for second-generation Mexican-American first-year college students: Exploring peers’ role in ethnic identity development"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Human Dvlpmt & Family Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:55Z"}