评估瑞典青少年种族认同的学校干预措施
Amina K Abdullahi1, Moin Syed2, Linda P Juang3
1Department of Psychology, University of Gothenburg, Gothenburg, Sweden. amina.abdullahi@psy.gu.se.
Journal of youth and adolescence
|July 8, 2024
概括
在瑞典,身份项目干预措施在支持青少年种族和种族身份发展方面取得了混合的结果. 虽然它增加了探索和解决方案,但它并没有完全确定对身份形成的预期影响链.
科学领域:
- 发展心理学 发展心理学
- 社会心理学 社会心理学
- 青少年研究 青少年研究
背景情况:
- 开发有效的方法来支持年轻人理解他们的种族和种族身份至关重要.
- 在许多情况下,包括瑞典在内,这种支持不是标准的做法.
- 青少年的种族认同发展是一个复杂的过程,受到各种因素的影响.
研究的目的:
- 评估一项为期8周的学校干预,即身份项目对青少年种族认同的影响.
- 检查对身份探索 (参与和搜索),解决方案,私人关系和中心性的影响.
- 调查基于学校的课程的潜力,以促进不同青年群体的种族和种族认同发展.
主要方法:
- 一项预先注册的纵向研究,涉及瑞典509名10年级青少年.
- 随机分配到身份项目干预组或等候名单控制组.
- 在基线和三个干预后的时间点进行评估,使用经过验证的种族-种族身份测量.
主要成果:
- 该干预措施对勘探参与和解决方案产生了初步影响.
- 增长模型显示,与对照组相比,干预组的勘探参与随着时间的推移而增加.
- 该研究没有发现预期的连锁效应,而早期的探索预测了以后的解决方案.
结论:
- 认同项目证明了有针对性的影响,增加了瑞典青少年的种族-种族身份探索参与.
- 这些发现表明,干预的有效性是混合的,对身份发展的特定组成部分有显著的影响.
- 该研究强调了基于学校的干预措施可能对年轻人如何与他们的种族和种族身份互动产生积极影响的潜力.
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