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If I Know Myself, I Can Welcome You: Identity Roots of Intergroup Solidarity
Fabio Maratia1, Elisabetta Crocetti1
1Department of Psychology, Alma Mater Studiorum University of Bologna, Bologna, Italy.
Journal of Adolescence
|April 13, 2026
Summary
Adolescents with an achieved educational identity show stronger support for migrant integration policies. This finding, consistent across native Italian and migrant youth, suggests identity development is key to intergroup solidarity.
Area of Science:
- Social Psychology
- Developmental Psychology
- Sociology
Background:
- Understanding youth endorsement of integration policies is vital for social cohesion.
- Adolescents' educational identity, influenced by factors like ethnicity, may shape perceptions of diversity.
- Little is known about the link between adolescent identity statuses and societal outcomes like intergroup solidarity.
Purpose of the Study:
- To examine how educational identity statuses influence youth intergroup solidarity over time.
- To investigate if these influences differ between native Italian and migrant adolescents.
- To explore the relationship between adolescent identity development and support for migrant integration policies.
Main Methods:
- A 3-year longitudinal study with seven assessments.
- Involved 1547 adolescents (mean age 15.69 years, 52.96% male).
- Included both native Italian (79.94%) and migrant adolescents.
Main Results:
- Adolescents in the achievement identity status reported the highest intergroup solidarity.
- Intermediate levels of solidarity were found in early closure, moratorium, and searching moratorium statuses.
- The diffusion identity status was associated with the lowest intergroup solidarity, consistent across ethnic groups.
Conclusions:
- Youth intergroup solidarity is significantly associated with adolescents' educational identity status.
- Fostering a stable educational identity may enhance support for integration policies.
- This supports the implementation of policies promoting social cohesion and well-being.
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