Research in Human Development, 00: 1–31, 2020 Copyright © 2020 Taylor & Francis Group, LLC ISSN: 1542-7609 print / 1542-7617 online DOI: https://doi.org/10.1080/15427609.2020.1831882 A Lifespan Model of Ethnic-Racial Identity Chelsea Derlan Williams Virginia Commonwealth University Christy M. Byrd North Carolina State University Stephen M. Quintana University of Wisconsin-Madison Catherine Anicama West Coast Children’s Clinic Lisa Kiang Wake Forest University Adriana J. Umaña-Taylor Harvard University Esther J. Calzada University of Texas at Austin María Pabón Gautier St. Olaf College Kida Ejesi Boston Children’s Hospital/Harvard Medical School Nicole R. Tuitt University of Colorado Stefanie Martinez-Fuentes Arizona State University Address correspondence to Chelsea D. Williams, Department of Psychology, Developmental Program, Virginia Commonwealth University, Richmond, VA 23284-2018. E-mail:
[email protected] 2 WILLIAMS ET AL. Lauren White University of Michigan Amy Marks Suffolk University Leoandra Onnie Rogers Northwestern University Nancy Whitesell University of Colorado The current paper presents a lifespan model of ethnic-racial identity (ERI) from infancy into adulthood. We conceptualize that ethnic-racial priming during infancy prompts nascent awareness of ethnicity/race that becomes differentiated across childhood and through adulthood. We propose that the components of ERI that have been tested to date fall within five dimensions across the lifespan: ethnic-racial awareness, affiliation, attitudes, behaviors, and knowledge. Further, ERI evolves in a bidirectional process informed by an interplay of influencers (i.e., contextual, indivi dual, and developmental factors, as well as meaning-making and identity-relevant experiences). It is our goal that the lifespan model of ERI will provide important future direction to theory, research, and interventions.