A Study of Ethnic Identification as a Moderator of Hispanic College Students’ Responses to an Editorial Message

This study investigated the relationships among ethnicity of a messenger, the cultural relevance of a message, Latino ethnic identity, and several cognitive and affective measures. A sample of 156 Latino students enrolled in a small southwestern university served as the participants. They were randomly assigned to one of four groups assigned to read an editorial message: a Latinocentric message with a 1) Latino or 2) White messenger; or a Universal message with a 3) Latino or 4) White messenger. Members of each experimental group completed an ethnic identity instrument and then read one of the four messages before responding to questions that assessed perceived message quality, perceived message credibility, the number of thoughts generated by reading the message, the number of arguments recalled about the message, attitude toward the message, and persuasiveness of the message. The findings are presented and discussed. Level of Group Identification as a Moderator of Hispanic Students’ Responses to Latinocentric Communication The ethnic or racial background of a communicator can play a vital role in how the message is assessed by the recipient. The strength of ethnic identification on the part of the recipient and its effect on communication is of potentially great import in how the message is assessed (Operario & Fiske, 2001).Unfortunately, a dearth of literature exists NATIONAL FORUM OF MULTICULTURAL ISSUES JOURNAL 2_____________________________________________________________________________________ concerning the strength of ethnic identity of Latinos (degree of Latinocentricity) and its effect on communication. Armstrong (2000) developed a research protocol to study the effects of ethnic identification on message assessment. She utilized a reading and response task involving a hypothetical situation about a student fee increase. She examined African American students’ assessment of messages where the messenger was of either African or European background. According to Armstrong (2005) the “race of messenger did not exert a significant main effect influence on participants’ attitudes, message evaluations, argument recall, information processing, or message persuasibility” (p. 82). However, a main effect was found with regards to credibility: the Black messenger was perceived as more credible than the White messenger. Pitts, Whalen, O’Keefe and Murray (1989) contend that Blacks pay more attention to cultural details in communication than Whites. White and Harkins (1994) found that when a White messenger delivered an Afrocentric message to the Black community they “may have activated an expectancy disconfirmation and cognitive dissonance that distorted the balance and equilibrium in the communication” (cited in Armstrong, 2005, p. 83). One of the basic questions investigated was whether emic or etic perspectives were different and did they affect the recipients in how they received the message. Having a White messenger may create an unbalance and disequilibrium for the message recipients and influence them negatively. There are numerous studies on group identification, self-esteem and perceived prejudice (McCoy & Major, 2003). Group identification is a very important variable and can impact how people react to different issues. Cartwright (1950) stated, “To a considerable extent, personal feelings of worth depend on the social evaluation of the group with which a person is identified” (p. 440). According to Operario and Fiske (2001), people with strong connections to their ethnic group are likely to react and perceive prejudice differently than those with weaker connections. Usually the stronger the identity and connection is, the stronger is the reaction. These same two authors also mentioned that being a member of an ethnic group does not mean than an individual has a strong ethnic identity with the group. They posited that “people with very strong ethnic identities are likely to display heightened sensitivity to race-relevant information and may interpret negative feedback differently than people with weaker ethnic identities” (Operario & Fiske, p. 552). As Phinney (1992) remarks, each ethnic group has its own customs, traditions and values. The concept of group identity to which an individual identifies with a group varies by degree. A precondition for ethnic identity is self-identification. A person first has to determine who they are by investigating to what extent they practice or share beliefs, ideas and customs with a group. The more the individual has in common with the group the stronger the identification and sense of belonging. Phinney also suggested a relationship between ethnic identity and self-esteem. McCoy and Major (2003) found that “Latinos who were initially high in ethnic identification identified even more strongly with being Latino if they read about pervasive prejudice against their in-group as compared to out-group” (p. 1016). Results from other studies suggested that group members who identify very strongly with their MICHAEL CASS, JAMES A. WOOD, AND WESLEY WYNNE _____________________________________________________________________________________3 own ethnic group appear to be more vulnerable to threats to their group which also strengthens their group identity (Ethier & Deaux, 1994). There appears to be a relationship between ethnic identity and status of the group in different environments. Phinney (1992) stated that “ethnic identity appears to be of particular importance among minority youth, its significance for White adolescents is likely to grow as the latter group increasingly is no longer in the majority in specific settings” (p. 171). There appears to be strength in numbers and a need to belong when one becomes threatened or the minority. In Phinney’s (1992) study where White college students were in the majority there was no statistically significant difference between self-esteem and ethnic identity. However, where White students were the minority there was a statistically significant correlation between self-esteem and ethnic identity. Cross (1978) stated that members of diverse groups have documented the connection or importance of ethnic identity to self-concept or self-esteem. In 1990, Phinney suggested that most ethnic groups practice two things: they participate in cultural activities and they interact socially with members of their own group. The purpose of this study was to determine whether Latinocentric communication stimuli influenced Latino students’ perceptions of messages. Specifically, it was hypothesized that Latino students would rate an editorial written by another Latino student as opposed to a White student as more believable, persuasive, and favorable. Additionally, it was hypothesized that Latino students evidencing higher racial identity scores would also view the Latino message in a more favorable light.