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Journal of Adolescent Research
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Promoting Identity Development in Marginalized Youth

Laura Ferrer-Wreder

Pennsylvania State University–Capital College

Carolyn Cass Lorente

George Washington University

William Kurtines

Florida International University

Ervin Briones

University of Miami

Janene Bussell

Florida International University

Steven Berman

University of Central Florida–Daytona Beach

Ondina Arrufat

Florida International University

This studytested a school-based intervention developed for use with urban minority youth vulnerable to multiple negative developmental outcomes. A quasi-experimental design (pre-and post-follow-up with matched comparison condition) was used to evaluate the impact of the intervention on promoting positive change in four developmental domains (skills/knowledge, attitudes, orientations, exploration/commitment) related to identitydevelopment. The final set of participants comprised a matched sample of 92 youngsters, 46 in the intervention and 46 in the comparison condition. Quantitative results indicated that the intervention condition showed positive and significant gains from pre-to posttest on multiple indices, with a tendencytoward the "leveling off" of intervention gains at follow-up. A qualitative assessment of the impact of the intervention illustrated positive effects of the intervention as well as the possible obstacles to intervention efficacy.

Journal of Adolescent Research, Vol. 17, No. 2, 168-187 (2002)
DOI: 10.1177/0743558402172004
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 Journal of Adolescent ResearchHome page
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