Gladys Aguilar’s research while affiliated with Stanford University and other places

Objectives: Understanding how ethnicity and race shape individuals’ everyday experiences in context is critical for advancing scientific rigor and addressing ethnic–racial inequities. Daily process studies (e.g., experience-sampling method, ecological momentary assessment, daily diary methods) offer unique utility for studying ethnic–racial discrimination (ERD), ethnic–racial identity, and ethnic–racial out-group contact. The goals of this systematic review were to (a) summarize novel contributions of research using daily process designs to understand these ethnic–racial-related processes in everyday life, and (b) inform avenues for future research directions using daily process approaches to understand everyday ethnic–racial experiences and their implications for health and well-being. Method: We identified a total of 97 studies from 77 unique study samples that used daily process approaches to measure ERD (52 studies), ethnic–racial identity (33 studies), and ethnic–racial out-group contact (22 studies). Results: Novel contributions of daily process studies include enhancing external validity by centering individuals’ everyday experiences as they go about typical life routines; using time-lagged approaches to test directionality of effects; and identifying within-person variability as a function of social context, individual differences, and time interval. Conclusions: Our recommendations for advancing integrative daily process studies of ethnic–racial experiences and identity are to include measures of multiple ethnic–racial-related constructs to understand their interrelations and interactions and broaden the representation of study samples in this research (e.g., ethnic–racial backgrounds, developmental periods, regional contexts). Despite limitations (e.g., missing data), daily process approaches offer considerable promise for advancing research on the dynamics and consequences of ERD, identity, and out-group contact in context.

Cultural‐ecological theories posit that ethnic‐racial identity (ERI) development is shaped by transactions between contexts of ethnic‐racial socialization, yet research considering intersections among multiple contexts is limited. In this study, Black, Latino, White, and Asian American adolescents (N = 98; Mage = 16.26, SD = 1.09; 55.1% female identifying) participated in surveys and focus group discussions (2013–2014) to share insights into ERI development in context. Using consensual qualitative research, results indicated: (a) family ethnic‐racial socialization intersects with community‐based, peer, media, and school socialization; (b) ethnic‐racial socialization occurs outside family through intersections between peer, school, community‐based, and media settings; and (c) ethnic‐racial socialization is embedded within systems of racial oppression across contexts. Discussion includes implications for future research and interventions supporting youth ERI.