Qualitative Psychology, Vol 13(3), Oct 2026, 470-496; doi:10.1037/qup0000366
Ethnic–racial identity (ERI) is a well-established protective factor for minoritized youths’ psychological and academic well-being, yet evidence regarding school-based supports remains fragmented across disciplines and methodologies. This study employs an integrative mixed-method meta-analysis to synthesize evidence and clarify which supports are effective, for whom, and under what conditions they operate. The analysis includes 27 empirical studies published between 2005 and 2025 focusing on minoritized K–12 students in the United States and Canada. Quantitative data from three pre–post studies were pooled using random-effects models, and qualitative findings were synthesized thematically. The quantitative meta-analysis revealed a moderate effect (Hedges’s g = 0.49, 95% CI [0.35, 0.64], I² = 0%, k = 3). Additional quantitative studies across diverse quasiexperimental and longitudinal designs demonstrated variable but generally positive effects (effect sizes from 0.24 to 0.69). The strongest evidence emerged for structured, curriculum-based interventions and for cascading developmental pathways linking identity exploration, resolution, and cohesion. The qualitative synthesis identified a multilayered ecosystem of support, including culturally sustaining curriculum, culturally responsive pedagogy, culturally matched relationships, and institutionalized equity structures, that fostered ERI affirmation, self-esteem, and sociopolitical agency. Variation in quantitative effects was illuminated by qualitative findings on contextual challenges, including schools as sites of contestation and inequitable implementation across student groups. Findings indicate effective ERI support depends not on isolated programs but on coherent, schoolwide ecosystems characterized by cultural responsiveness, relational safety, and structural equity. Educators, clinicians, and policymakers must align curriculum, pedagogy, and institutional structures to support minoritized youths’ identity development. (PsycInfo Database Record (c) 2026 APA, all rights reserved)