"自分のアイデンティティをよく考える" 民族的・人種的アイデンティティと多様性
1John W. Gardner Center for Youth and Their Communities, Stanford University Graduate School of Education, Stanford, California, USA.
Journal of adolescence
|September 3, 2025
まとめ
組織的な文脈と交流の内容は,若者が民族・人種的アイデンティティ (ERI) をどのように経験するかを形作ります. 同僚の反応と権威の評価が若者に影響する
科学分野:
- 社会学
- 発達心理学
- 文化研究
背景:
- 民族・人種的アイデンティティ (ERI) の発展は文脈によって影響を受けますが,研究はしばしば人口統計を超えた設定を無視します.
- 組織的な文脈とインタラクションの内容が 若者の様々な仲間とのERI体験をどのように形作っているかを探求する研究はほとんどありません
研究 の 目的:
- 組織的な文脈とインタラクションの内容が若者の民族・人種的アイデンティティ (ERI) の体験をどのように形作っているかを検討する.
- 若者が仲間との関わりの中で 民族・人種をどのように理解し 公衆の評価を得ているかを理解する.
主な方法:
- アメリカの高校のディベート番組で8人の青少年 (13歳から18歳) との民族学的インタビュー.
- 議論のコンペティションで参加者がどのように民族・人種を重要視し,世間から評価されるかを分析し,意味づくりのレンズを用いる.
主要な成果:
- 設定と相互作用の内容の民族的-人種的な構成は,ERIの目立つのに影響を与えました.
- 青年は,同級生からの回答と,組織内の権威ある人物からの承認に基づいて,彼らの民族的人種集団に対する公衆の評価を解釈しました.
結論:
- 組織的規範や権力構造は ERI の発展を理解する上で重要であり,白人の優位性を維持したり,破壊したりすることができます.
- 性別や社会階級を含む 交差点のアイデンティティは 青少年の感覚に 民族と人種が絡み合っており より質的な研究の必要性を強調しています
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