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Dual identity in context: The role of minority peers and school discrimination
Author(s) -
Kende Judit,
Baysu Gülseli,
Phalet Karen,
Fleischmann Fenella
Publication year - 2021
Publication title -
journal of social issues
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.618
H-Index - 122
eISSN - 1540-4560
pISSN - 0022-4537
DOI - 10.1111/josi.12487
Subject(s) - ethnic group , socialization , turkish , immigration , psychology , social psychology , social identity theory , national identity , context (archaeology) , peer group , sociology , gender studies , political science , geography , social group , politics , linguistics , philosophy , archaeology , anthropology , law
Immigrant‐origin minority adolescents combine their common national identity with distinct ethnic identities. Depending on different social ecologies they develop more or less compatible dual identifications. Taking an ecological approach to ethnic‐racial socialization (ERS), we investigate how schools and peers as socializing agents can afford compatible ethnic and national identifications. We draw on the Children of Immigrants Longitudinal Survey of 944 Turkish and Moroccan minority adolescents in 229 classrooms across 55 Belgian secondary schools with low (10%) to high minority presence (60%+). On average ethnic and national identifications were not significantly associated. In support of the protective role of minority peers, multilevel modeling revealed that national and ethnic identifications were more compatible in classrooms with more minority peers; while school discrimination undermined compatibility only in classrooms with fewer minority peers. We conclude that minority peers are key agents in the socialization of compatible ethnic and national identities.