| This study examined influences of ethnic identity development in a sample of 188 African American adolescents (14-17 years). Recruited from Educable Mentally Retarded (EMR) special education programs, the boys and girls provided information about ethnic identity and social support from parents and peers. In addition, the children were administered the Information subscale of the Wechsler Intelligence Scale for Children, 3rd edition (WISC-III), to assess cognitive ability. Their parents provided information concerning church support and involvement, as well as demographic information.;The primary hypothesis was that there would be differences in ethnic identity development related to general development (i.e., cognitive and chronological). It was expected that more developed adolescents would have greater ethnic identity development. The research also evaluated gender differences with respect to ethnic identity. Based on past research, gender differences were not expected. Finally, a relationship between social support (i.e., parent, peer, and church) and church involvement and ethnic identity development was expected, in that adolescents with more social support would have greater ethnic identity development.;The results indicate that cognitive ability predicted one component of ethnic identity, namely, affirmation-belonging. However, chronological age did not predict ethnic identity development. There were gender differences in ethnic identity development. Boys reported higher on all ethnic identity domains. Finally, parental support predicted overall ethnic identity, affirmation-belonging, and ethnic identity achievement. Peer support only predicted overall ethnic identity. Church support and involvement did not predict ethnic identity development. These findings add to the existing literature addressing influences of ethnic identity development in general and are ground breaking in the study of ethnic identity development in children with disabilities. |
