Watch Dr. Adriana Umaña-Taylor talk about the Identity Project Fellowship:
Learn more about The Identity Project here. 
Evidence-Based Research on The Identity Project:
Umaña-Taylor, A.J. (2018). Intervening in cultural development: the case of ethnic-racial identity. Development & Psychopathology, 30, 1907-1922. doi:10.1017/S0954579418000974
The literature on developmental psychopathology has been criticized for its limited integration of culture and, particularly, the lack of research addressing cultural development in relation to psychopathology. In this paper, I present how the study of ethnic–racial identity provides a heuristic model for how culture can be examined developmentally and in relation to psychopathology. In addition, I introduce the Identity Project intervention program and discuss how its findings provide empirical support for the notions that cultural development can be modified with intervention, and that such modifications can lead to psychosocial benefits for adolescents. Finally, I discuss existing challenges to advancing this work and important future directions for both basic and translational research in this area.
Umaña-Taylor, A. J., Kornienko, O., Douglass, S., & Updegraff, K. A., (2018). A Universal Intervention Program Increases Ethnic-Racial Identity Exploration and Resolution to Predict Adolescent Psychosocial Functioning One Year Later. Journal of Youth & Adolescence, 47, 1-15.
Ethnic-racial identity formation represents a key developmental task that is especially salient during adolescence and has been associated with many indices of positive adjustment. The Identity Project intervention, which targeted ethnic-racial identity exploration and resolution, was designed based on the theory that program-induced changes in ethnic-racial identity would lead to better psychosocial adjustment (e.g., global identity cohesion, self-esteem, mental health, academic achievement). Adolescents (N = 215; Mage = 15.02, SD = .68; 50% female) participated in a small-scale randomized control trial with an attention control group. A cascading mediation model was tested using pre-test and three follow-up assessments (12 weeks, 18 weeks, and 67 weeks after baseline). The program led to increases in exploration, subsequent increases in resolution and, in turn, higher global identity cohesion, higher self-esteem, lower depressive symptoms, and better grades. Results support the notion that increasing adolescents’ ethnic-racial identity can promote positive psychosocial functioning among youth.
Umaña-Taylor, A. J., Douglass, S., Updegraff, K. A., & Marsiglia, F. (2018). Small-scale randomized efficacy trial of the Identity Project: Promoting adolescents’ ethnic-racial identity exploration and resolution. Child Development, 89(3), 862-870. DOI: 10.1111/cdev.12755
Adolescents’ ethnic–racial identity (ERI) formation represents an important developmental process that is associated with adjustment. The Identity Project intervention, grounded in developmental theory, was designed to engage adolescents in the ERI processes of exploration and resolution. The current small-scale efficacy trial involved an ethnic–racially diverse sample of adolescents (N = 215; Mage = 15.02, SD = .68) from eight classrooms that were randomly assigned by classroom to the intervention or attention control group. Differences between conditions in ERI exploration at Time 2 were consistent with desired intervention effects; furthermore, higher levels of ERI exploration at Time 2 predicted increases in ERI resolution at Time 3 only for youth in the treatment condition. Findings provide preliminary evidence of program efficacy.
Umaña-Taylor, A. J., & Douglass, S. (2016). Developing an ethnic-racial identity intervention from a developmental perspective: Process, content, and implementation. In N. J. Cabrera & B. Leyendecker (eds.), Handbook of Positive Development of Minority Children and Youth (pp. 437-453). Cham, Switzerland: Springer.
The current chapter describes the process of developing an intervention grounded in developmental theory and focused on increasing adolescents' ethnic-racial identity exploration and resolution. We begin by describing the impetus for the focus on ethnic-racial identity as a target for intervention, which includes a brief overview of existing basic research identifying consistent associations between developmental features of ethnic-racial identity and adolescents' positive adjustment. We then review existing intervention efforts focused on identity, generally, and ethnic or cultural identity, specifically. In the second part of the chapter we present our approach for working with a community partner toward the development of the Identity Project intervention, discuss the mixed method (i.e., quantitative and qualitative) approach we used to develop the curriculum, and describe the curriculum. The chapter ends with a discussion of considerations for implementation, including the universal nature of the program and ideas regarding transportability.