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Journal of Adolescent Research
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Understanding, Connection, and Identification

Friendship Features of Bilingual Spanish-English Speaking Undergraduates

Anne M. Sebanc

Whittier College, CA, asebanc{at}whittier.edu

Maria D. Hernandez

Whittier College, CA

Maria Alvarado

Whittier College, CA

Bilingual undergraduates may have closer friendships with other bilinguals than with monolinguals. This study investigated this hypothesis and explored the friendship features of 46 bilingual Spanish and English speaking undergraduates by combining quantitative analyses of surveys and qualitative analyses of interviews. Survey results indicated that participants rated their friendships with bilinguals to be more secure, closer, and to provide more help and companionship than their friendships with monolinguals. During interviews, participants described understanding, connection, and identification with their bilingual friends. These features were considered reasons for their friendships with other bilinguals and reasons for their greater quality. Bilingual friendships also helped bilingual undergraduates navigate a challenging sociopolitical context and have pride in their ethnolinguistic identity.

Key Words: friendship • emerging adulthood • college • bilingual • Latinos

Journal of Adolescent Research, Vol. 24, No. 2, 194-217 (2009)
DOI: 10.1177/0743558408329953
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