Idalis Chavez
Pronouns: She/Her
Research Mentor(s): Teresa Satterfield
Research Mentor School/College/Department: Romance Languages Literatures / LSA
Program: UROP
Session: Session 7 (4:40pm – 5:30pm)
Authors: Idalis Chavez, Valeria Ortiz Villalobos, Teresa Satterfield
Abstract
Ethnic identity (EI) describes how individuals view their ethnicity as a part of their overall identity, and their feelings towards being part of a particular ethnic group (Yip, 2018). Ethnic identity development (EID) among Latinx adolescents has received much attention (Rivas-Drake et al., 2014), but considering the growing number of US-born Latinx children, younger populations have not received as much attention. This qualitative study examines the relationship between heritage language maintenance and EID among Hispanic second-generation early adolescents, ages 10-12. Specifically, we seek to understand how young adolescents’ attitudes about their EI are influenced by knowledge of a heritage language (HL). Previous studies have established the link between language and ethnic identity (Fishman, 1999; Baez, 2002; Fishman & GarcÃa, 2011; Rosa, 2019). Méndez & Satterfield (submitted) find that young HL learners (ages 7 – 13) begin to affirm their EI through language. We hypothesize that the HL will be central to continued positive EID in early Latinx adolescents. Preliminary Spanish-language data were obtained from a representative sample of bilingual-biliterate adolescents participating in a Spanish-language program for Spanish-HL speakers in SE Michigan. All participants (except one) are Generation 2 Latinxs, with at least one parent immigrating from a Spanish-speaking country. Participants completed a written researcher-developed Spanish-language survey based loosely on Arredondo, Rosado & Satterfield (2016), with Likert-scale options and open-ended questions pertaining to demographic variables and sentiments towards the ethnic group, as well as the HL. Thematic data analysis was implemented to take a closer look at the survey responses. Preliminary results support our hypothesis that the HL is a key component of young Latinx adolescents’ EID. Participants consistently reported in the open-response that their favorite aspect of Latinx identity is the ability to speak Spanish. Furthermore, the majority of participants agreed that they are proud of their Hispanic heritage. As an added value, all participants responded that advanced proficiency in Spanish will help them in the future. Our preliminary findings help to further understand under-researched features of EID such as language. HL maintenance has not been widely studied in this context, but may be important in explaining academic success and positive socio-emotional health among early Latinx adolescents.
