ABSTRACT
Multicultural programming and culture-based initiatives have recently become central to many school counseling programs (Bass & Coleman, 1997). Educators and psychologists better understand how youth view their cultural selves, including the intrapersonal and interpersonal psychological processes related to exploring and committing to a cultural or ethnic identity (Phinney, 1992; Sellers, Rowley, Chavous, Shelton, & Smith, 1997; A. Thernstrom & S. Thernstrom, 2003; Yeh, 2004). Racial and ethnic identity has been defined as a “type of group identity that is central to the self-concept of members” of an ethnic group ( Roberts et al., 1999, p. 303) and as the significance and meaning that individuals attribute to membership in a certain group (Sellers et al., 1997). Development of positive ethnic identity has been related to numerous developmental outcomes, including psychological well-being, self-esteem, career development, and most notably for schools, academic achievement in young people (Dubow, Pargament, Boxer, & Tarakeshwar, 2000; Rumbaut, 1994; Yasui, Dorham, & Dishion, 2004). Theories regarding youth ethnic identity development are supported by research that acknowledges and celebrates diversity in school settings.
