Aspects of cognitive social learning, cognitive developmental, and self-system theories were integrated into a theoretical framework for the study of ethnic identity and its development in Mexican-American children. Two studies were conducted, one with preschool children attending Head Start, and another with elementary school children age 6 to 10 years. The second study incorporated methodological refinements based on the first study. The research was designed to assess an instrument for measurement of children's ethnic identity and to evaluate developmentalfeatures of the data. Parts of the theoretical model of ethnic identity and its components also were assessed. The children 's responses to an Ethnic Identitv Questionnaire showed age-related improvements that were consistent with the conceptual framework guiding the research.
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