Promoting identity development in marginalized youth

This study tested a school-based intervention developed for use with urban minority youth vulnerable to multiple negative developmental outcomes. A quasi-experimental design (pre- and post-follow-up with matched comparison condition) was used to evaluate the impact of the intervention on promoting positive change in four developmental domains (skills/knowledge. attitudes, orientations, exploration/commitment) related to identity development. The final set of participants comprised a matched sample of 92 youngsters, 46 in the intervention and 46 in the comparison condition. Quantitative results indicated that the intervention condition showed positive and significant gains from pre- to posttest on multiple indices, with a tendency toward the "leveling off" of intervention gains at follow-up. A qualitative assessment of the impact of the intervention illustrated positive effects of the intervention as well as the possible obstacles to intervention efficacy.