ABSTRACT This study investigated how peers can contribute to cultural minority students’ cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished between heritage and mainstream identity as two separate dimensions of cultural identity. Analyses were based on self-reports of 662 students of the first, second, and third migrant generation in Germany (Mean age = 14.75 years, 51% female). Path analyses revealed that talking about heritage culture with friends was positively related to heritage identity. Talking about mainstream culture with friends was negatively associated with heritage identity, but positively with mainstream identity as well as school values. Both dimensions of cultural identity related to higher life satisfaction and more positive school values. As expected, heritage and mainstream identity mediated the link between peer cultural socialisation and adjustment outcomes. Findings highlight the potential of peers as socialisation agents to help promote cultural belonging as well as positive adjustment of cultural minority youth in the school context.

中文翻译：

---

同伴文化社会化：少数民族学生文化认同、生活满意度和学校价值观的资源

摘要 本研究通过讨论与遗产和主流文化（同龄人）相关的文化价值观、信仰和行为，调查同龄人如何为文化少数群体学生的文化认同、生活满意度和学校价值观（学校重要性、效用和内在价值）做出贡献。文化社会化）。我们进一步将遗产和主流身份区分为文化身份的两个独立维度。分析基于 662 名德国第一代、第二代和第三代移民学生的自我报告（平均年龄 = 14.75 岁，51% 为女性）。路径分析显示，与朋友谈论遗产文化与遗产认同呈正相关。与朋友谈论主流文化与遗产认同呈负相关，但积极与主流身份以及学校价值观。文化认同的两个维度都与更高的生活满意度和更积极的学校价值观有关。正如预期的那样，遗产和主流身份在同辈文化社会化和适应结果之间起到了中介作用。调查结果强调了同龄人作为社会化推动者的潜力，有助于促进文化归属感以及学校环境中少数文化青年的积极调整。