Ethnic-racial identity formation has significant consequences for positive youth development. Existing findings support the efficacy of the Identity Project, a school-based ethnic-racial identity intervention, when delivered by researchers; however, effectiveness of the program when delivered by teachers is unknown. This study examined changes in adolescents’ (N = 180; 42.2% male, 50.6% female, 6.7% another gender identity; M_age = 14.11, SD = 0.33; 38.3% Latinx, 33.9% White, 15.0% Black, 9.4% Asian American, 3.3% another ethnoracial background) ethnic-racial identity exploration as a function of their teachers’ implementation of the Identity Project. Findings indicated that ethnic-racial identity exploration significantly increased from pretest to posttest, and this did not vary based on familial ethnic-racial socialization, student-teacher ethnoracial match/mismatch, gender, immigrant status, or ethnoracial background. This study provides preliminary evidence that U.S. educators can be trained to efficaciously implement the Identity Project with high school students and, furthermore, that this approach to program dissemination may not only facilitate scale-up but also result in greater gains for adolescents relative to research-led implementations.

族裔-种族认同的形成对青年的积极发展具有重大影响。现有的研究结果支持身份项目的有效性，这是一项以学校为基础的种族身份干预措施，由研究人员实施；然而，教师实施该计划的效果尚不清楚。这项研究调查了青少年的变化（N  = 180；42.2% 男性，50.6% 女性，6.7% 其他性别认同；M_年龄 = 14.11，SD  = 0.33；38.3% 拉丁裔，33.9% 白人，15.0% 黑人，9.4% 亚洲人美国，3.3%（3.3% 具有其他民族背景）民族-种族身份探索是其教师实施身份项目的一个功能。研究结果表明，从前测到后测，族裔-种族身份探索显着增加，并且这种情况不会因家庭族裔-种族社会化、学生-教师族裔匹配/不匹配、性别、移民身份或族裔背景而变化。这项研究提供了初步证据，表明美国教育工作者可以接受培训，以有效地在高中生中实施身份项目，此外，这种项目传播方法不仅可以促进扩大规模，而且还可以为青少年带来相对于研究的更大收益。主导实施。