Navigating Across Heritage and Destination Cultures: How Personal Identity and Social Identification Processes Relate to Domain-Specific Acculturation Orientations in Adolescence

Personal identity and social identification processes can be challenging for adolescents belonging to an ethnic minority, who have to cope with the acculturation task of navigating several (and often conflictual) alternatives put forth by their cultural heritage community and destination society. Because identity and acculturation tasks are embedded in core domains of adolescents' life, this three-wave longitudinal study with ethnic minority adolescents (N = 244, 43.4% male; Mage = 14.9) examined how personal identity processes and social identifications are related to acculturation orientations in the education and friendship domains. Results of traditional cross-lagged models showed that, in the educational domain, adolescents who scored higher on cultural heritage maintenance compared to their peers, scored higher on commitment later on. In the friendship domain, stronger associations were found, such that adolescents who scored higher on cultural heritage maintenance compared to their peers, reported higher commitment and in-depth exploration later on, while those who scored higher on identification with friends reported over time also higher cultural heritage maintenance and destination culture adoption. Random-intercept crossed-lagged models indicated that, when adolescents reported above their own average on reconsideration of educational commitment, they reported increased cultural heritage maintenance later on. Furthermore, consistent associations (at baseline and over time) emerged. Overall, this study points to virtuous alliances between the fulfillment of tasks related to adolescents' identity development and acculturation.

Cultural Identity and the Academic, Social, and Psychological Adjustment of Adolescents with Immigration Background

As Western societies become more ethnically and culturally diverse, understanding the acculturation of immigrant youth is essential for fostering social cohesion. How the cultural identity formation of ethnic minority adolescents relates to their academic, social, and psychological adjustment is an important and as yet unresolved research question. This study examined to what extent identifying with the heritage and/or host culture is an individual resource or risk factor for the adjustment of immigrant youth in Germany. A random sample of 15-17-year-olds (N = 1992; Mage_w1 = 15.3 years, SD = 0.64; 44.5% girls; 44.7% students with immigrant background) was assessed twice: at the end of 9th and 10th grade. Academic performance and three dimensions of social/psychological adjustment (school attachment, self-esteem, and life satisfaction) were examined. Results showed that biculturalism was the modal identification pattern. Contrary to expectations, cultural identification did not differ systematically with perceived distance from the majority culture. Multivariate structural equation modeling revealed that both heritage and host identification can be developmental resources, but that their effects are dependent on the dimension of adjustment; biculturalism only proved to be a cumulative resource for school attachment. The domain specificity of the findings challenges the generalization claims of predominant acculturation theories.

Acculturation and resilience of immigrant-origin youth: Do their school experiences reflect nonimmigrants' "native supremacy"?

The successful integration of immigrant-origin youth is a highly important issue for multiple stakeholders in many countries. It has important benefits both to countries of destination and countries of origin, as well as to immigrants and nonimmigrants. In this article, I examine immigrant-youth adaptation through the lens of a recently developed resilience model integrating acculturation and social psychological influences on adaptation. Who among immigrant-origin youth adapt well, academically, and socially, in the Greek school context? What is the role of acculturation in immigrant youth resilience? These questions are addressed using scientific evidence drawn from the Athena Studies of Resilient Adaptation (AStRA) project, a three-cohort, three-wave longitudinal project on immigrant-origin youth adaptation conducted in Greece, as well as from the international literature. Following an anti-racist research approach to understanding the AstRA findings, I will argue that the lived school experiences of immigrant-origin youth may be a reflection of societal-level xenophobic and anti-immigrant attitudes. Such systemic and structural racism is the key determinant of the difficulties they face in their adaptation. The findings presented reveal the need to promote an equitable and inclusive education that will be beneficial for all students promoting their well-being, and their sense of belonging to school and society.

Mental health and adaptation among newcomer immigrant youth in United States educational settings

Schools play a vital role in the acculturation process of newly migrated youth. Social and academic factors within school settings predict a wide variety of adaptation outcomes. Age and grade also impact the ways that school experiences can shape the post-migration adjustment trajectories of migrant youth. Negative school experiences can exacerbate migration trauma, whereas positive school experiences play an important protective role in overcoming migration-related challenges and adjusting to a new cultural context. Emerging research also suggests that the school environment presents a valuable opportunity for service delivery, as students are readily accessible during the school day which reduces systemic barriers to engagement. Socio-emotional prevention and intervention can address migration trauma, foster resiliency, and help lead the way to acculturative and academic success. Teachers, counselors, coaches and mentors who engage with newcomer immigrant youth in schools can play a pivotal role in easing migration-related challenges by encouraging positive emotional attachments, linking to resources, and helping to navigate new systems. These professionals benefit from specialized training on the unique needs and best practices for supporting the learning, engagement, development, and adaptation of newcomer youth.

Developmental trajectories of ethnic and national identities in adolescents from migrant families: The role of social identification with family and classmates

Given that adolescents from migrant families live within at least two cultural contexts (i.e., the heritage and the destination cultures), they generally must negotiate and construct ethnic and national identities. Accordingly, the present three-wave longitudinal study was designed to identify distinct developmental trajectories of ethnic and national identities among adolescents from migrant families ( n = 244, 56.6% female; Mage = 14.90, SDage = 0.84 at Time 1). Multivariate latent class growth analyses indicated that participants could be classified into one of four groups based on their identity profiles: ethnic-oriented identity, national-oriented identity, dual identity, and marginalized identity. Further, social identification with family and classmates was examined as a predictor of memberships in these distinct identity profiles. Results of multinomial logistic regression analysis indicated that greater social identification with family increased the probability of being classified into the ethnic-oriented and dual identity profiles rather than into the marginalized identity profile, whereas greater social identification with classmates increased the likelihood of being classified into either national-oriented or dual identity profiles rather than into the marginalized identity profile. These findings provide novel insights into the roles of families and peers as influential socializing agents during the negotiation of ethnic and national identities among immigrant youth.

Making sense of uncertainty: The precarious lives of young migrants from rural Kwazulu-Natal, South Africa

This study aims to examine the experiences of young migrants and the role of uncertainty in their precarious lives. Drawing on data from individual interviews and a workshop with young migrants aged 16-24 years old in KwaZulu-Natal, South Africa, we use uncertainty as a theoretical lens, to illustrate the ways in which young migrants' experiences provide meaning for them and give them an opportunity to assess, and plan for better opportunities despite the stark outlook. Thematic analysis was used to examine the multidimensionality of socio-spatial identities in young migrants. The findings illustrate how young migrants hustle for opportunities to lead valuable lives in the face of uncertainty. The implications highlight how attending to the complex intersectional nuances of uncertainty can serve as an enabler of aspirations, alongside essential structural factors influencing migration among young people brought up in rural communities. However, in proposing this alternative view of positive uncertainty, the structural violence experienced by these young people should not be overlooked and should be addressed as per their context.

Understanding Postmodern Identity Among US Young Adults Through an Investigation of Globalized Interest

The 21st century and internet technology has brought about many changes that includes exposure to new cultures. This creates opportunities for new identities to develop. In this study, the researcher examines identity integration through discussions on engagement in a globalized interest in connection with postmodernism. Twelve college students who were interested in a culture not connected to their own ethnic background were interviewed. The majority of the participants were interested in Japanese anime and Korean pop music while not being ethnically Japanese or Korean. Using Erikson’s theorizing of three levels of identity and Hidi and Renninger’s four phases of interest development, the researcher discusses the integration of participants’ interest into their ego identity, personal identity, and social identity as well as the utilization of the internet for interest development. The researcher ends with suggestions for future identity research that includes considerations around how identity integration might be considered (i.e., identity synthesis) and further investigations around internet content.

Clinical Considerations for Immigrant, Refugee, and Asylee Youth Populations

This article will explore the psychological sequelae of forced family separation in immigration policy, the effects of the COVID-19 pandemic on the youth migrant population, how youth migrants form an identity in their new country, and finally how politics affect the mental health of youth migrants.

Immigrant Youth Resilience: Theoretical Considerations, Empirical Developments, and Future Directions

Resilient adaptation among immigrant youth provides the foundation for healthy and productive adult lives. Great diversity is observed in their adaptation. This diversity has been studied during the past decade from different angles and intellectual traditions. However, the results are disconnected. In this paper, first, we present a resilience conceptual model for understanding immigrant youth adaptation. We argue that its concepts and principles allow us to best pull together what is known and discover what is still unknown. Together with narrower topic-specific conceptual models, it can guide the formulation of hypotheses regarding immigrant youth resilience. Second, we examine comparatively, through the lens of this conceptual model, results of a content analysis on the abstracts of studies on individual differences in immigrant youth adaptation, conducted during the past decade in North American and European countries. Finally, we discuss the meaning of acculturation-related terms which are often used in an inconsistent way.

Three Strategies for Describing Social Interactions of Adolescents in a Multicultural Environment-Indicators for the Quality of Life Research

Background: The analysis has involved social interactions in a multicultural environment. The social context has been defined by the Vilnius region (Lithuania), where national, religious, and cultural differences exist across generations (multicultural community). The space of “social relationships”, as one of the modules of the WHO quality of life assessment, has been studied. An innovation of the research has been related to the analysis of the phenomenon of community of nationalities and cultures as a predictor of quality of life (QoL). The social motive of the research has been the historical continuity (for centuries) of the construction of the Vilnius cultural borderland. Here, the local community evolves from a group of many cultures to an intercultural community. Interpreting the data, therefore, requires a long perspective (a few generations) to understand the quality of relationships. We see social interactions and strategies for building them as a potential for social QoL in multicultural environments. Methods: The research has been conducted on a sample of 374 respondents, including Poles (172), Lithuanians (133), and Russians (69). A diagnostic poll has been used. The respondents were adolescents (15–16 years). The research answers the question: What variables form the interaction strategies of adolescents in a multicultural environment? The findings relate to interpreting the social interactions of adolescents within the boundaries of their living environment. The description of the social relations of adolescents provides an opportunity to implement the findings for further research on QoL. Results: An innovative outcome of the research is the analysis of 3 interaction strategies (attachment to national identification, intercultural dialogue, and multicultural community building) as a background for interpreting QoL in a multicultural environment. Their understanding is a useful knowledge for QoL researchers. The data analysis has taken into account cultural and generational (historical) sensitivities. Therefore, the team studying the data has consisted of researchers and residents of the Vilnius region. We used the interaction strategies of adolescents to describe the category of “social relationships” in nationally and culturally diverse settings.

Developmental Interplay between Ethnic, National, and Personal Identity in Immigrant Adolescents

Developing a personal identity is a core developmental task for all adolescents. Immigrant adolescents need to integrate the meaning that their belonging to their ethnic group and the receiving nation has for them into their personal identity. The purpose of this study was to examine the longitudinal interplay between personal, ethnic, and national identities of a middle school sample of immigrant youth (N = 765, Mage = 12.7 years, SD = 0.6 at T1; 46% girls) enroled in Greek schools. Data were collected in three waves with repeated measures. To test the link between these identities, two trivariate Cross-Lagged Panel Models were ran, one examining identity exploration and the other examining identity commitment. The results revealed robust within time positive links between ethnic, national and personal identities for both exploration and commitment at all three time-points. There was some evidence that ethnic and national identities were negatively linked longitudinally, and limited support for longitudinal associations between these domains and personal identity. Follow-up analyses suggest that these processes may be specific to second generation youth and that findings may differ by ethnic background. Finally, the findings that emerged are discussed with attention to the socio-political climate in the receiving nation.

Acculturation Trajectories Differ by Youth Age at Arrival and Time in Residency among Latino Immigrant Families in a US Emerging Immigrant Context

The present study was designed to examine acculturation trajectories of first-generation, Latino immigrant youth and their parents in an emerging immigrant context. We also examined whether acculturation trajectories differed between families with youth who migrated at different stages of development and who have spent differential amounts of time in the United States (US). A community sample of 217 immigrant families in western Oregon was purposely sampled according to youths' age at arrival and time in US residency (TR) and assessed three times over a 3-year period. Families were stratified into three TR groups: TR1 = 2-4 years spent in the US; TR2 = 6-8 years spent in the US; and TR3 = 10-12 years. Parents and youth in each TR group completed measures assessing their acculturation to US American and Latino culture. Results from multiple-group latent growth models showed that acculturation trajectories differed for both youth and parents depending on the TR group. Moreover, both youth and their parents within each TR group differed in their acculturation trajectories. Overall, although youth slowly gravitated toward biculturalism over time, their parents remained relatively separated such that they reported high endorsement of their heritage culture and low endorsement of US culture over time. Findings are discussed in terms of prior research and theory.

Changes in Turkish- and Resettler-origin Adolescents' Acculturation Profiles of Identification: A Three-year Longitudinal Study from Germany

Little is known on how ethnic minority adolescents develop acculturation profiles of identification (i.e., how they combine their ethnic and national identification, such as being high on both and thus rather "integrated" or high on ethnic and low on national and thus rather "separated"). In a first step, this 3-year longitudinal study classified Turkish (n = 344) and resettler-origin (n = 121) ethnic minority adolescents living in Germany (Mage = 14.2, SD = 1.54, 51.6% female) according to their levels of ethnic and national identification. Latent profile analyses identified four profiles (separated, integrated, medium-ethnic, low-ethnic) for the former and three profiles (separated, integrated, low-and-medium ethnic) for the latter group. Latent transition analyses revealed considerable instability of profile attributions over time. Integration declined among both groups and results provided no evidence that national group boundaries are more permeable for resettler-origin than for Turkish-origin adolescents. Additional analyses revealed that perceived ethnic discrimination affected the probability to be in a particular profile but did not moderate transition probabilities. Overall, results suggest that during early-to-mid adolescence it is increasingly difficult to uphold a dual identity.

Biculturalism dynamics: A daily diary study of bicultural identity and psychosocial functioning

We examined two conceptualizations of bicultural identity - the Bicultural Identity Integration (BII) framework (cultural identity blendedness-distance and harmony-conflict) and cultural hybridizing and alternating (mixing one's two cultural identities and/or switching between them). Utilizing data from a 12-day diary study with 873 Hispanic college students, we examined three research questions: (1) cross-sectional and longitudinal inter-correlations among these biculturalism components, (2) links among daily variability in these biculturalism components, and (3) how this daily variability predicts well-being and mental health outcomes over time. Bicultural hybridizing was positively related to, and longitudinally predicted by, both BII blendedness and harmony. Daily fluctuation scores for BII blendedness, BII harmony, and bicultural hybridizing were strongly interrelated. Well-being was negatively predicted by fluctuations in hybridizing, whereas internalizing symptoms were positively predicted by fluctuations in blendedness. These results are discussed in terms of what biculturalism is and how best to promote it.