Ani Yazedjian

Developing the Ethnic Identity Scale Using Eriksonian and Social Identity Perspectives

Two studies were conducted to develop and explore the psychometric properties of the newly developed Ethnic Identity Scale (EIS). Consistent with Eriksons and Tajfels theoretical perspectives, the EIS assesses 3 domains of ethnic identity formation: exploration, resolution, and affirmation. In both studies, participants (N = 846) completed measures of familial ethnic socialization and self-esteem in addition to completing the EIS. In Study 1, we employed exploratory and confirmatory analyses to examine, refine, and confirm the factor structure of the EIS among university students (n = 615). In Study 2, we examined the psychometric properties of the EIS among high school students (n = 231). Results revealed a three-factor solution that reflected the proposed components of exploration, resolution, and affirmation. Furthermore, the three subscales were related in expected ways to measures of familial ethnic socialization and self-esteem.

It's a Whole New World: A Qualitative Exploration of College Students' Definitions of and Strategies for College Success

This study used focus group interviews to explore 22 students’ definitions of and strategies for college success. Students’ narratives revealed their definitions of success were multifaceted and encompassed how they were doing academically, their degree of social integration, and their perceived ability to navigate the college environment. In addition, although students described a range of strategies that contributed to their academic success, their reports revealed they did not always employ those strategies. These findings affirm that institutions should continue providing services that support students’ academic success, while also promoting their personal development and social integration.

Exploring Parental Factors, Adjustment, and Academic Achievement Among White and Hispanic College Students

The purpose of this study was to examine whether college adjustment mediated the relationship between parental factors, such as parental attachment, parental education, and parental expectations, and academic achievement among White and Hispanic first-year college students. We found that adjustment mediated the relationship between parental factors—quality of the parental relationship and parental education—and GPA for White students. However, none of the parental factors explained GPA for Hispanic students. These findings support previous research asserting that correlates of academic achievement might vary across ethnic groups.

Generational differences and similarities among Puerto Rican and Mexican mothers' experiences with familial ethnic socialization

We used focus group methodology to explore differences and similarities in the process of familial ethnic socialization among first-and second-generation Mexican and Puerto Rican mothers (N = 75). Across all groups, mothers communicated the importance and purposefulness of familial ethnic socialization practices that took place in their homes. A number of similarities emerged across national origin and generational groups, indicating that there were numerous shared experiences that did not change with greater time in the US and did not vary by national origin. Nevertheless, differences across generational status and within national origin groups were also discovered. Findings are discussed within the context of Bronfenbrenners ecological theory and an acculturative framework.

Students' Intentions and Social Support as Predictors of Self-Reported Academic Behaviors: A Comparison of First- and Continuing-Generation College Students.

The purpose of this analysis was to examine academic intentions, parental support, and peer support as predictors of self-reported academic behaviors among a sample of 329 first- and continuing-generation college freshmen. Regression analyses revealed that different variables predicted academic behaviors for the three groups examined (students whose parents had no college experience, some college experience, or a college degree). Specifically, all three independent variables—intention, parental support, and peer support—were predictive of self-reported academic behavior for students whose parents had at least a bachelors degree. However, peer support was the only variable predictive of academic behavior for the students whose parents had some college experience and intention was the only significant predictor for first-generation college students.

I Learned the Bad Things I'm Doing : Adolescent Mothers' Perceptions of a Relationship Education Program

The purpose of this study was to explore what pregnant and parenting adolescent mothers felt they learned from a relationship education program. A total of 148 primarily Hispanic adolescent mothers who participated in the Strengthening Relationships Program took part in focus-group interviews. Narratives revealed that adolescent mothers perceived the program as effective in changing how they communicated and dealt with conflict with their partners. Specifically, they reported understanding the importance of communication and effective conflict-resolution strategies. In addition, narratives revealed adolescent mothers grew in self-awareness as a result of their program participation. These findings affirm the importance of providing relationship education to adolescent parents.