Domincan-born mothers' perceptions of ethnic identity experience in their U.S.-born Dominican elementary school age children: a qualitative study.

• Online Access: http://hdl.handle.net/2047/d20002776

This study explored the ethnic identity development of U.S.-born Dominican elementary school age children as told through the lived experiences of their Dominican-born mothers. Following an ecological and feminist ecological perspective, the main goal of this study was to understand how the dynamic process of ethnic identity development of U.S.-born Dominican elementary school age children takes place as perceived through the lived experiences of their Dominican-born mothers in their negotiations, tensions, and interactions within multiple contexts. Within the realm of a political context, this study also confronted oppressive systems and structures associated with this process. While there may exist similarities among the development of ethnic identity of other non-dominant immigrant groups residing in the U.S. east coast, Dominicans were selected as they were identified as the largest Latino group settled in that region, which is where this study took place. Utilizing a qualitative method, the study provided a forum in which these mothers and the researchers could co-construct the meaning of their perceptions of this phenomenon in their children. In order to achieve that goal, five focus groups and ten individual interviews were conducted in Spanish to record their lived experiences. A female co-leader/interviewer assisted in the inquiring of these Dominican-born mothers' lived experiences. While the groups and interviews took place at a local library, the recruited participants (n=16) resided in the North, South, and West neighborhoods of the city of Providence. Participants regarded highly their role as Dominican identity-agents to their U.S.-born children. Participants also indicated that as they embark in this journey with their children, the socio-political confrontations, socio-cultural reactions, and socio-emotional issues that they have to come to terms with makes this process understandably difficult. The implications of conducting research, training, and clinical practice, and formulating policies are discussed as an invitation to become active in bringing social justice to this prominent population in the city of Providence. The limitations and strengths of the study, and future directions are also discussed. The rapid growth in the number of U.S.-born Dominican children merits continued research on their ethnic identity development in order to understand this process in more depth and to find ways to assist these mothers and their children. Our commitment to multicultural understanding also requires the general public, and, more specifically, the field of psychology, to become aware of these issues as well.