Kathleen A. Ethier’s research while affiliated with The Graduate Center, CUNY and other places

This chapter considers the process of identity negotiation (IN), a process that characterizes most social identity dynamics much of the time and that is a critical element in analyzing how targets respond to prejudice. We focus on a particular set of conditions that prompt IN, specifically those situations in which a person is potentially the target of prejudice and discrimination because of a particular identification (either categorically imposed by others or claimed by the self). Several themes are emphasized. First, we adopt the framework of social identification. Second, we focus on the dynamics of IN, regarding it as an agentic process in which people actively define the self and communicate their claimed identities to others. Third, we recognize that people function in varying contexts. We review the major strategies that people use to negotiate their identities and consider some of the circumstances that prompt those negotiations. We examine threat and stigmatization as specific instigating conditions. We present an illustrative case study of Hispanic students entering elite universities, a context that provides examples of prejudice, perceived threats, and IN. A model of IN in response to stigmatization is presented. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Two studies establish distinct types of social and collective identities (Study 1) and describe dimensions that differentiate among identities (Studies 1 and 2). In Study 1, individuals ( N = 50) sorted 64 social identities on the basis of perceived similarity; 259 respondents provided trait property ratings of the identities. Cluster analysis indicated 5 types of social identity: personal relationships, vocations/avocations, political affiliations, ethnic/religious groups, and stigmatized groups. Multidimensional scaling analysis shows that identities differ on several trait properties, including desirability and collectivity. In Study 2, 171 people rated the similarity of identities within a specific cluster; 193 respondents provided trait property ratings. Results indicate that different trait properties are relevant to each cluster. The theoretical importance of distinguishing among forms of social identification is stressed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

The impact of change in context on identity maintenance, the implications of maintenance efforts for group identification, and the effects of perceived threats to identity on self-esteem associated with group membership are examined in a longitudinal study of Hispanic students during their 1st year at predominately Anglo universities. Whereas ethnic identity is initially linked to the strength of the students' cultural background, maintenance of ethnic identity is accomplished by weakening that link and remooring the identity to the current college context. Results suggest 2 distinct paths by which students negotiate their ethnic identity in a new context. Students with initially strong ethnic identity become involved in cultural activities, increasing the strength of their identification. In contrast, students with initially weaker identification perceive more threat in the environment, show decreases in self-esteem associated with group membership, lowering identification with their ethnic group. The findings both support social identity theory and illustrate the need for more contextual analyses of identity processes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

The impact of change in context on identity maintenance, the implications of maintenance efforts for group identification, and the effects of perceived threats to identity on self-esteem associated with group membership are examined in a longitudinal study of Hispanic students during their 1st year at predominately Anglo universities. Whereas ethnic identity is initially linked to the strength of the students' cultural background, maintenance of ethnic identity is accomplished by weakening that link and remooring the identity to the current college context. Results suggest 2 distinct paths by which students negotiate their ethnic identity in a new context. Students with initially strong ethnic identity become involved in cultural activities, increasing the strength of their identification. In contrast, students with initially weaker identification perceive more threat in the environment, show decreases in self-esteem associated with group membership, lowering identification with their ethnic group. The findings both support social identity theory and illustrate the need for more contextual analyses of identity processes.

Membership in social groups is an important aspect of the self-concept, as a number of theorists such as Tajfel (1981) have recognized, and ethnic identity is a major exemplar of such groupings. In the present research, we focus on the particular case of Hispanic identity and the degree to which that identity may be threatened for first-year Hispanic students who enter a predominantly Anglo university. Forty-five Hispanic students (17 female, 28 male) at two Ivy League universities were interviewed early in their first year to assess Hispanic identity, collective self-esteem (Luhtanen & Crocker, 1988), and perceived threats to Hispanic identity. In addition, we considered the degree to which strength of cultural background relates to self-esteem and to perceptions of threat. The majority of students claimed Hispanic as an important identity. Strength of cultural background generally acted as a buffer to perceived threat, particularly for men. Cultural background was also related to collective self-esteem for men but not for women, even though Hispanic identity was more important for women than men. The results attest to the importance of both gender and ethnicity to self-definition and self-esteem, as well as to the complexity of the relationships among these variables.