Ethnic minority youth show worse school adjustment than their ethnic majority peers. Yet, it remains unclear whether this gap can be explained by differences in family functioning and consequent identity commitments. This study examined (1) whether family functioning relates to identity commitments over time and (2) whether identity commitments impact later school value (3) among minority and majority adolescents. Minority (N = 205, M_age = 16.25 years, 31.1% girls) and majority adolescents (N = 480, M_age = 15.73 years, 47.9% girls) participated in this preregistered three-wave longitudinal study (T1: March-April 2012; T2: October 2012; T3: March-April 2013). Dynamic Panel Models revealed that most within-person cross-lagged associations were not significant in the total sample. Yet, multigroup analyses revealed differences between groups: Stronger identity commitments related to lower school value among minority adolescents, but were unrelated to school value among majority adolescents over time. Additionally, higher school value increased identity commitments among minority youth, yet it decreased identity commitments among majority youth over time. The findings highlight the differential interplay between identity commitments and school adjustment for minority and majority adolescents, with important implications for their future life chances.

少数族裔青年的学校适应能力比多数族裔同龄人差。然而，目前尚不清楚这种差距是否可以用家庭功能和随之而来的身份承诺的差异来解释。本研究探讨了（1）随着时间的推移，家庭功能是否与身份承诺相关；（2）身份承诺是否影响少数族裔和多数族裔青少年后来的学校价值（3）。少数（N  = 205，M_年龄 = 16.25 岁，31.1% 女孩）和大多数青少年（N  = 480，M_年龄 = 15.73 岁，47.9% 女孩）参与了这项预先注册的三波纵向研究（T1：2012 年 3 月至 4 月） ；T2：2012 年 10 月；T3：2013 年 3 月至 4 月）。动态面板模型显示，大多数人内交叉滞后关联在总样本中并不显着。然而，多组分析揭示了各组之间的差异：少数族裔青少年更强的身份承诺与较低的学校价值相关，但随着时间的推移，与大多数青少年的学校价值无关。此外，较高的学校价值观增加了少数族裔青年的身份承诺，但随着时间的推移，它减少了多数青年的身份承诺。研究结果强调了少数族裔和多数族青少年的身份承诺和学校适应之间的不同相互作用，这对他们未来的生活机会具有重要影响。