ABSTRACT

Ethnic identity is central to many contemporary discussions of belonging and assimilation of migrant-origin youth. Studies typically focus on a single minority identity. Identity theory implies, however, that individuals may hold multiple ethnic identities, or none, and these may find expression to a greater or less extent depending on context. Using a nationally representative, longitudinal study of Dutch teenagers, we investigate the role of classroom ethnic composition in shaping multiple ethnic identity expression. Framing identity choices as a relational process, we show that the number of ethnic identities that children with a migrant-origin background choose is greater for those students who are exposed to a more ethnically diverse context, while less diverse classrooms foster ethnic identification with no or fewer minority groups. Classification of migrant-origin students with a single (minority) ethnicity may thus be an oversimplification of ethnic identity, even for those from a single country of origin.

摘要

在当代有关移民青年的归属和同化的许多讨论中，种族身份至关重要。研究通常集中于单一的少数群体身份。但是，同一性理论暗示，一个人可能拥有多个民族身份，或者没有一个，而这取决于上下文，或多或少地表现出来。通过对荷兰青少年进行的具有全国代表性的纵向研究，我们调查了课堂种族组成在塑造多重种族认同表达中的作用。从身份选择的关系过程来看，我们表明，对于那些处于不同种族背景下的学生而言，具有移民背景的孩子选择的种族身份数量更多，而较少多样化的教室则促进了没有或没有种族身份识别的种族认同。少数群体较少。