1
|
Schachner MK, Hölscher S, Moscardino U, Ceccon C, Juang L, Pastore M. Adolescent Cultural Identity Development in Context: The Dynamic Interplay of the Identity Project With Classroom Cultural Diversity Climate in Italy and Germany. J Youth Adolesc 2024:10.1007/s10964-024-02031-5. [PMID: 38940968 DOI: 10.1007/s10964-024-02031-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2023] [Accepted: 06/01/2024] [Indexed: 06/29/2024]
Abstract
While both the classroom cultural diversity climate and curriculum-based interventions can promote cultural identity development, they have not been studied together. Drawing on theories of ethnic-racial identity development, the current study aimed to understand the dynamic interplay of a curriculum-based intervention (the Identity Project) with the classroom cultural diversity climate (heritage culture and intercultural learning, critical consciousness socialization and equal treatment) on cultural identity exploration and resolution. Our sample included 906 mid-adolescents in Italy (32.36% immigrant descent, Mage (SD) = 15.12 (0.68) years, 51.73% female), and 504 early adolescents in Germany (53.86% immigrant descent, Mage (SD) = 12.82 (0.89) years, 42.37% female). Bayesian multivariate linear models show that the Identity Project and a stronger critical consciousness climate in the classroom before the intervention promoted cultural identity exploration at post-test in both countries. However, effects of the intervention and facets of the diversity climate on subsequent resolution were only observed in Italy. There was some evidence that the intervention could alter the classroom cultural diversity climate in Germany, while the intervention could compensate for a less positive diversity climate in the slightly older sample in Italy. Thus, it seems promising to systematically build in opportunities to engage with students' diverse heritage cultures and identities when developing new curricula, as well as to train teachers to implement such curricula.
Collapse
|
2
|
Mastrotheodoros S, Hillekens J, Miklikowska M, Palladino BE, Lionetti F. Family Functioning, Identity Commitments, and School Value among Ethnic Minority and Ethnic Majority Adolescents. J Youth Adolesc 2024; 53:1323-1340. [PMID: 38553579 PMCID: PMC11045604 DOI: 10.1007/s10964-024-01972-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Accepted: 03/16/2024] [Indexed: 04/28/2024]
Abstract
Ethnic minority youth show worse school adjustment than their ethnic majority peers. Yet, it remains unclear whether this gap can be explained by differences in family functioning and consequent identity commitments. This study examined (1) whether family functioning relates to identity commitments over time and (2) whether identity commitments impact later school value (3) among minority and majority adolescents. Minority (N = 205, Mage = 16.25 years, 31.1% girls) and majority adolescents (N = 480, Mage = 15.73 years, 47.9% girls) participated in this preregistered three-wave longitudinal study (T1: March-April 2012; T2: October 2012; T3: March-April 2013). Dynamic Panel Models revealed that most within-person cross-lagged associations were not significant in the total sample. Yet, multigroup analyses revealed differences between groups: Stronger identity commitments related to lower school value among minority adolescents, but were unrelated to school value among majority adolescents over time. Additionally, higher school value increased identity commitments among minority youth, yet it decreased identity commitments among majority youth over time. The findings highlight the differential interplay between identity commitments and school adjustment for minority and majority adolescents, with important implications for their future life chances.
Collapse
Affiliation(s)
- Stefanos Mastrotheodoros
- Department of Youth and Family, Utrecht University, Utrecht, the Netherlands.
- Department of Psychology, University of Crete, Crete, Greece.
| | - Jessie Hillekens
- Center for Social and Cultural Psychology, Catholic University of Leuven, Leuven, Belgium
- Department of Developmental Psychology, Tilburg University, Tilburg, the Netherlands
| | - Marta Miklikowska
- Institute for Globally Distributed Open Research and Education, Gothenburg, Sweden
| | - Benedetta Emanuela Palladino
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy
| | - Francesca Lionetti
- Department of Neurosciences, Imaging and Clinical Sciences, Gabriele d'Annunzio University of Chieti and Pescara, Pescara, Italy
| |
Collapse
|
3
|
Ceccon C, Moscardino U, Altoè G, Lionetti F, Umaña-Taylor AJ. Longitudinal Profiles of Cultural Identity Processes and Associations with Psychosocial Outcomes Among Adolescents Participating in the Identity Project in Italy. J Youth Adolesc 2024:10.1007/s10964-024-02022-6. [PMID: 38811478 DOI: 10.1007/s10964-024-02022-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Accepted: 05/18/2024] [Indexed: 05/31/2024]
Abstract
Cultural identity formation is a complex developmental task that influences adolescents' adjustment. However, less is known about individual variations in trajectories of cultural identity processes and how they relate to youth psychosocial outcomes. Using a person-centered approach, this study investigated patterns of change over a year in cultural identity exploration and resolution, respectively, among ethnically diverse adolescents in Italy. The sample included 173 high school students (Mage = 15 yrs, SD = 0.62, range = 14-17; 58.4% female; 26% immigrant background) who had participated in the Identity Project, a school-based intervention targeting ethnic-racial identity development. Longitudinal latent profile analysis revealed only one profile of change for exploration, whereas four unique profiles for resolution emerged ("stable low," "stable average," "increase low-to-average," "increase high-to-higher"). Overall, youth in the resolution-increase profiles reported the best outcomes. The findings highlight the heterogeneity of adolescents' resolution trajectories and the benefits of an increased sense of clarity concerning one's cultural identity for positive psychosocial functioning.
Collapse
|
4
|
Crocetti E, Karataş S, Branje S, Bobba B, Rubini M. Navigating Across Heritage and Destination Cultures: How Personal Identity and Social Identification Processes Relate to Domain-Specific Acculturation Orientations in Adolescence. J Youth Adolesc 2024; 53:397-415. [PMID: 37775692 PMCID: PMC10764387 DOI: 10.1007/s10964-023-01870-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2023] [Accepted: 09/11/2023] [Indexed: 10/01/2023]
Abstract
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.
Collapse
Affiliation(s)
- Elisabetta Crocetti
- Department of Psychology, Alma Mater Studiorum University of Bologna, Bologna, Italy.
| | - Savaş Karataş
- Department of Psychology, Alma Mater Studiorum University of Bologna, Bologna, Italy
- Department of Education and Pedagogy, Educational Psychology-Socialisation and Culture Research Group, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany
| | - Susan Branje
- Department of Youth and Family, Utrecht University, Utrecht, The Netherlands
| | - Beatrice Bobba
- Department of Psychology, Alma Mater Studiorum University of Bologna, Bologna, Italy
| | - Monica Rubini
- Department of Psychology, Alma Mater Studiorum University of Bologna, Bologna, Italy
| |
Collapse
|
5
|
Juang LP, Umaña-Taylor AJ, Schachner MK, Frisén A, Hwang CP, Moscardino U, Motti-Stefanidi F, Oppedal B, Pavlopoulos V, Abdullahi AK, Barahona R, Berne S, Ceccon C, Gharaei N, Moffitt U, Ntalachanis A, Pevec S, Sandberg DJ, Zacharia A, Syed M. Ethnic-racial identity in Europe: Adapting the identity project intervention in five countries. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1080/17405629.2022.2131520] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Affiliation(s)
| | | | | | - Ann Frisén
- University of Gothenburg, Gothenburg, Sweden
| | | | | | | | - Brit Oppedal
- Norwegian Institute of Public Health, Oslo Norway
| | | | | | | | - Sofia Berne
- University of Gothenburg, Gothenburg, Sweden
| | | | - Nadya Gharaei
- Martin-Luther University Halle-Wittenberg, Halle, Germany
| | | | | | | | | | | | - Moin Syed
- University of Minnesota, Minneapolis, Minnesota, USA
| |
Collapse
|
6
|
Cavdar D, McKeown S, Rose J. Mental health outcomes of ethnic identity and acculturation among British‐born children of immigrants from Turkey. New Dir Child Adolesc Dev 2021; 2021:141-161. [DOI: 10.1002/cad.20402] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Affiliation(s)
- Duygu Cavdar
- General Directorate of Special Education and Guidance Services, Ministry of Education Ankara Turkey
| | | | - Jo Rose
- School of Education University of Bristol Bristol UK
| |
Collapse
|
7
|
Akgül G, Klimstra T, Çok F. The role of coping strategies in interpersonal identity development of war‐affected immigrant adolescents. New Dir Child Adolesc Dev 2021; 2021:103-121. [DOI: 10.1002/cad.20392] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Affiliation(s)
- Gülendam Akgül
- Assistant Professor Department of Social Work Çankırı Karatekin University Çankırı Turkey
| | - Theo Klimstra
- Lecturer Department of Child Study and Human Development Tufts University Medford MA 02155 USA
| | - Figen Çok
- Professor Faculty of Education Başkent University Ankara Turkey
| |
Collapse
|
8
|
Jugert P, Pink S, Fleischmann F, Leszczensky L. Changes in Turkish- and Resettler-origin Adolescents' Acculturation Profiles of Identification: A Three-year Longitudinal Study from Germany. J Youth Adolesc 2020; 49:2476-2494. [PMID: 32405993 PMCID: PMC7585569 DOI: 10.1007/s10964-020-01250-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2020] [Accepted: 04/27/2020] [Indexed: 11/04/2022]
Abstract
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.
Collapse
Affiliation(s)
- Philipp Jugert
- Department of Psychology, University of Duisburg-Essen, Essen, Germany
| | | | - Fenella Fleischmann
- ERCOMER, Utrecht University, P.O. Box 80.140, 3508 TC, Utrecht, The Netherlands.
| | | |
Collapse
|
9
|
Oppedal B, Ramberg V, Røysamb E. The asylum-process, bicultural identity and depression among unaccompanied young refugees. J Adolesc 2020; 85:59-69. [PMID: 33039686 DOI: 10.1016/j.adolescence.2020.07.007] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2019] [Revised: 07/03/2020] [Accepted: 07/10/2020] [Indexed: 10/23/2022]
Abstract
INTRODUCTION The overall aim of the present study was to expand our knowledge about depression among unaccompanied refugee minors in the years after they were granted protection in Norway. Predictors were contextual variables in terms of the asylum-process, acculturation variables in terms of bicultural identity, and demographic information such as residence-time. METHOD Register data and cross-sectional self-report questionnaire data were collected from 895 unaccompanied young refugees (UYRs). They originated in 31 different countries, the majority was from Afghanistan, 82.4% were boys, and average residence-time was 2.5 years. RESULTS The length of the asylum-process was not associated with depression while heritage identity and residence-time were. Moderating analyses showed that an over-time steady decrease in depression was present for UYRs with a strong heritage identity. The prevalence of depression symptoms dropped from an initial 40%-14% among youth with 10 years of residence. Majority identity had neither direct nor indirect effects on depression. CONCLUSION To optimize the psychosocial support offered to unaccompanied refugee minors during transition to stable resettlement, we need more substantial information about the aspects of the asylum-seeking process that increase the risk for mental health problems among them. In the years following resettlement, a strong heritage, but not majority identity was associated with lower levels of depressive symptoms. The findings are discussed in relation to structural barriers to bicultural identity formation and integration embedded in the way psychosocial support and education for these youths are structured, and implication for future research.
Collapse
Affiliation(s)
- Brit Oppedal
- Department of Child Health and Development, Norwegian Institute of Public Health, Norway.
| | - Visnja Ramberg
- Department of Child Health and Development, Norwegian Institute of Public Health, Norway
| | - Espen Røysamb
- Department of Child Health and Development, Norwegian Institute of Public Health, Norway; PROMENTA Research Center, Department of Psychology, University of Oslo, Norway
| |
Collapse
|
10
|
Moffitt U, Juang LP, Syed M. Intersectionality and Youth Identity Development Research in Europe. Front Psychol 2020; 11:78. [PMID: 32082225 PMCID: PMC7005132 DOI: 10.3389/fpsyg.2020.00078] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Accepted: 01/13/2020] [Indexed: 11/24/2022] Open
Abstract
The increasing application of intersectionality to the psychological study of identity development raises questions regarding how we as researchers construct and operationalize social identity categories, as well as how we best capture and address systems of oppression and privilege within our work. In the continental European context, the use of the intersectionality paradigm raises additional issues, since "race" was officially removed from the vernacular following the atrocities of WWII, yet racialized oppression continues to occur at every level of society. Within psychological research, participants are often divided into those with and without "migration background," which can reiterate inequitable norms of national belonging while washing over salient lived experiences in relation to generation status, citizenship, religion, gender, and the intersection between these and other social locations. Although discrimination is increasingly examined in identity development research, rarely are the history and impact of colonialism and related socio-historical elements acknowledged. In the current paper, we aim to address these issues by reviewing previous research and discussing theoretical and practical possibilities for the future. In doing so, we delve into the problems of trading in one static social identity category (e.g., "race") for another (e.g., "migration background/migrant") without examining the power structures inherent in the creation of these top-down categories, or the lived experiences of those navigating what it means to be marked as a racialized Other. Focusing primarily on contextualized ethno-cultural identity development, we discuss relevant examples from the continental European context, highlighting research gaps, points for improvement, and best practices.
Collapse
Affiliation(s)
- Ursula Moffitt
- Development of Identities in Cultural Environments, Department of Psychology, Northwestern University, Evanston, IL, United States
| | - Linda P. Juang
- Diversity in Education and Development, Department of Inclusive Education, University of Potsdam, Potsdam, Germany
| | - Moin Syed
- Narrative-Identity-Culture-Education, Department of Psychology, University of Minnesota, Minneapolis, MN, United States
| |
Collapse
|
11
|
|