少数民族青年民族认同发展:与国家适应感知和学校归属的纵向关系
Nadya Gharaei1,2, Fenella Fleischmann3, Karen Phalet4
1German Centre for Integration and Migration Research (DeZIM), Mauerstraße 76, 10117, Berlin, Germany. gharaei@dezim-institut.de.
Journal of youth and adolescence
|June 19, 2024
概括
少数民族青年的年轻人.
科学领域:
- 社会心理学 社会心理学
- 发展心理学 发展心理学
- 社会学 社会学 社会学
背景情况:
- 西欧的移民年轻人经常面临社会归属和国家身份的挑战.
- 研究已经忽视了这些年轻人如何感知到国家身份的文化契合以及他们在其中的地位.
- 学校是身份发展的关键环境,但它们在少数民族青年国家认同中的作用需要进一步探索.
研究的目的:
- 调查少数民族青年对国家身份认同的看法.
- 检查国家自我认同中所感知的国家适应和学校归属的作用.
- 了解学校如何在多元化的年轻人中培养民族身份的发展.
主要方法:
- 纵向研究使用来自卢旺移民儿童纵向研究 (卢旺-CILS) 的两波数据.
- 样本包括比利时学校的942名摩洛哥和土耳其裔青少年.
- 交叉差距分析结合了学校归属和国家自我认同的自我报告措施,以及对感知到的国家适应性的基于图片的评估.
主要成果:
- 随着时间的推移,学校归属和国家自我认同没有显著的关系.
- 在较早的时间点感知到的国家适应预测了一年后更大的国家自我认同.
- 这种效应甚至在控制学校归属的变化时也存在.
结论:
- 仅仅属于学校是不够的移民起源的年轻人发展国家自我认同.
- 通过将文化多样性纳入国家身份,促进民族适应感可以增强少数民族青年的身份认同.
- 学校可以通过向少数民族青年发出包容性的信号,积极塑造国家身份的发展.
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