26

Four stages of racial identity were described: Eurocentric (unexamined acceptance of the

majority culture), transitional, reactive Afrocentrism (an early exploration of an

Afrocentric identity, considered "superficial" identification by the author), and proactive

Afrocentrism (the achieved, secure sense of racial identity; Beale Spencer et al., p. 26).

Although these terms are specific to African Americans and differ from those described

in the ethnic identity research, the findings are still relevant to the proposed research.

 The Eurocentric (unexamined) and the reactive Afrocentrism

(exploration/searching) phases were associated with significantly lower levels of

academic achievement. In contrast, the proactive Afrocentrism (achieved) phase of racial

identity development was positively associated with academic achievement (Beale

Spencer et al., 2001). These findings suggest that certain phases of ethnic identity

development may be a vulnerable time for adolescents, but that an achieved ethnic

identity is associated with adequate functioning within the academic domain.

 The relationship between ethnic identity and coping style within intergroup

relationships was examined in a study of 60 multi-ethnic parent-adolescent dyads

(Phinney & Chavira, 1995). Ethnic socialization, ethnic identity and coping styles in the

face of prejudice and stereotypes were studied. Findings were that those high school

students with high levels of ethnic identity were more likely to have proactive coping

styles. They were more likely to use discussion, self-affirmation, and attempts to

disprove stereotypes than to utilize passive or aggressive coping styles (Phinney &

Chavira). This suggests that ethnic identity has a positive effect on the ability to cope

with the stress of prejudice.

 McMahon and Watts (2002) found that higher ethnic identity was associated with

an active coping style in a predominately African American early adolescent sample.