OBJECTIVES: Research examining factors that foster future expectations has been limited, especially among at-risk ethnic minority adolescents. The present study prospectively examined the protective role of ethnic-racial identity (ERI) in the association between adverse childhood experiences (ACEs) and future family, educational, and occupational expectations among at-risk Black and White adolescents. METHODS: Data were collected from 558 adolescents (73% Black, 27% White) who were at-risk for family violence and participated in the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). Information about ACEs was collected prospectively (CPS records and caregiver reports) between birth and age 12. Adolescents reported their ERI, feelings of affirmation and belonging, to their ethnic-racial groups at age 12 and their future expectations at age 14. RESULTS: Structural equation models revealed that in general, ACEs were associated with more negative educational expectations, b = -.04, p < .001, and stronger ERI was associated with decreased expectations for occupational difficulties, b = -.36, p < .001. Tests of moderation revealed that for Black, but not White adolescents, stronger ERI was significantly associated with more positive educational expectations, b = .36, p < .001, and that the negative association between ACEs and educational and occupational expectations was mitigated by stronger ERI, b = .15, p < .001. CONCLUSIONS: Findings underscore the importance of cultivating strong ERI among at-risk Black adolescents as a positive coping strategy to increase their educational and occupational expectations. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
OBJECTIVES: Research examining factors that foster future expectations has been limited, especially among at-risk ethnic minority adolescents. The present study prospectively examined the protective role of ethnic-racial identity (ERI) in the association between adverse childhood experiences (ACEs) and future family, educational, and occupational expectations among at-risk Black and White adolescents. METHODS: Data were collected from 558 adolescents (73% Black, 27% White) who were at-risk for family violence and participated in the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). Information about ACEs was collected prospectively (CPS records and caregiver reports) between birth and age 12. Adolescents reported their ERI, feelings of affirmation and belonging, to their ethnic-racial groups at age 12 and their future expectations at age 14. RESULTS: Structural equation models revealed that in general, ACEs were associated with more negative educational expectations, b = -.04, p < .001, and stronger ERI was associated with decreased expectations for occupational difficulties, b = -.36, p < .001. Tests of moderation revealed that for Black, but not White adolescents, stronger ERI was significantly associated with more positive educational expectations, b = .36, p < .001, and that the negative association between ACEs and educational and occupational expectations was mitigated by stronger ERI, b = .15, p < .001. CONCLUSIONS: Findings underscore the importance of cultivating strong ERI among at-risk Black adolescents as a positive coping strategy to increase their educational and occupational expectations. (PsycINFO Database Record (c) 2020 APA, all rights reserved).