Cultural Identities As Superpowers: Exploring Identity Resilience in Spanish-Speaking Immigrant Adolescents

Background and Purpose: Much of the existing scholarly work around immigrant identity development suggests that historically, immigrants have responded to xenophobia and nativism in the society of resettlement by distancing themselves from identities of origin that are perceived as lacking social capital in their new society. However, more recent research suggests that not only are these connections to identity of origin essential for enduring well-being, but also that immigrant youth view their strength and resilience as being directly derived from their identities of origin, despite these identities being actively maligned by political leaders and in prevailing societal narratives (Carnes, 2024; Carnes, 2025). The current study seeks to gain a more nuanced understanding of how school-based experiences of nativism, xenophobia and social exclusion impact the ways in which Central American immigrant youth think about – and decide whether to remain connected to – their identities of origin. The study employs PAR methodology, which positions study participants as the experts responsible for identifying pressing issues to be explored. However, general research questions include:

• When you hear about anti-immigrant policies or statements, how does it make you feel? What is it like to be (Guatemalan) at this moment in U.S. history?
• Have you experienced negative messages about your identity at school? How have these messages affected the ways in which you think about your (Guatemalan) identity?
• Some people believe immigrants are more likely to want to become “Americanized” when they experience negative messaging about their (Guatemalan) identity. What do you think about this?
• Have you ever wanted to distance yourself from your (Guatemalan-ness)? What was happening in your life/community/country that caused you to want to distance yourself? Would you ever distance yourself from your (Guatemalan-ness)?
• What do you think your school could do to support your connection to your (Guatemalan) identity? Would it be helpful for your school to do so?

Methods: The current study employs the transformative, complimentary epistemological lenses of Critical Theory and Liberation Psychology as powerful tools to guide the process of qualitative data collection through Participatory Action Research (PAR) methodology. The sample consists of approximately 20 high school students aged 18-21 years who identify as Spanish-speaking, Central American immigrants in New York State.

Results: Participants almost universally cited a strong desire to remain meaningfully connected to their identity of origin despite frequent experiences of negative identity messaging, or exposure to xenophobic, nativist rhetoric in their schools and communities, and an in-depth awareness of broader sociopolitical narratives.

Conclusions and Implications: The results of this study highlight the need for the development of the theoretical construct of identity resilience as a counterbalance to the existing construct of identity trauma (Kira, 2019), especially as pertains to the current wave of Central American newcomer immigrant youth and young adults. Additionally, this study highlights the opportunity that schools have to play a positive role in safeguarding and celebrating immigrant student identities as powerful epistemic resources and sources of cultural wealth to enrich the learning environment.