Ethnic identity development and youth violence prevention among Asian and Pacific Islander youths

Background: Recent studies have found links between ethnic identity development and interpersonal youth violence risks. Based on these findings, an Ethnic Studies Course has been implemented at a public high school of predominately Asian and Pacific Islander youths in Hawai`i. Objective/purpose: The content of students journals, kept as a part of the Ethnic Studies Course, was examined to assess the impact of the course on students' ethnic identity development and their violence risks. Methods: Three raters analyzed and identified common themes from a systematic sample of journal entries. Results: Journals reveal that most students have not previously reflected on their own ethnic identity and were often surprised by their reflections and those of their classmates. Students' defined their ethnic identities beyond traditional concepts of ancestral heritage, by also incorporating their experiences with multiple cultural practices, attachment to their families and friends, and phenotypic characteristics. Students also enjoyed building relationships with their classmates through various civic projects required by the Ethnic Studies Course. Discussion/Conclusions: The multi-dimensional approach in which students defined their ethnic identity reflects the growing ethnic diversity of Hawai`i and the US, which may impact how researchers measure ethnicity and race in the future. Providing an academic space for students to explore ethnic identities of themselves and others may enhance peer relationships in a multi-cultural setting. Therefore, incorporating an Ethnic Studies Course may be a promising approach to ultimately prevent youth violence.