Ethnic-racial identity formation is a key developmental task for children and adolescents, particularly for minoritized groups, but also for majority group students, as it can prompt them to challenge systemic racism and oppression. Whereas much research on ethnic-racial identity has focused on the family’s role, syntheses examining the school context are lacking. This systematic review focuses on diversity climate in schools (how schools approach ethnic, racial, and cultural diversity) and students’ ethnic-racial identity development. We present the identity-in-context framework, which predicts reciprocal links between diversity climate dimensions and ethnic-racial identity, integrates complex explanatory models (e.g., interactions between climate and identity), and acknowledges the roles of factors at different levels, including developmental stages, social position variables, school/class context, and the broader sociopolitical environment. We then review 22 studies (10,709 K-12 students) that examined 63 combinations of identity (exploration, resolution, centrality, affect, public regard) and school diversity climate dimensions (optimal contact conditions, multiculturalism climate, critical consciousness climate, colorblind climate, polyculturalism climate). Findings revealed active research areas (e.g., contact conditions and affect) and gaps (e.g., colorblind climate across identity dimensions). Consistent with the framework, we found mixed evidence for optimal contact conditions but mostly positive results for multiculturalism climate. A multiculturalism climate affirming students’ backgrounds was more strongly linked to ethnic-racial identity than one focusing on learning about diversity. There were indications that critical consciousness climate is especially relevant for exploration and for majority group students. Our work integrates isolated findings into the identity-in-context framework, identifies field challenges, and suggests future research directions.
Bardach et al. (Wed,) studied this question.