Department of Sociology, Ghent University, Ghent, Belgium.
Department of Methodology and Statistics, Tilburg University, Tilburg, The Netherlands.
J Youth Adolesc. 2022 Dec;51(12):2281-2293. doi: 10.1007/s10964-022-01665-7. Epub 2022 Aug 20.
Adolescents' identities are multiple, yet there is very little research that investigates the importance of intersecting identities, especially in relationship to teacher ethnic/racial discrimination and mental health. Multiplicity is often approached bi-dimensional (heritage and national identities) yet this study highlights the importance of regional identity. Regions are distinct socio-political contexts in relation to migration and integration dynamics. Hence, this study investigates for different combinations of national, heritage and regional identities (i.e. Flemish, Belgian and Turkish or Moroccan) the relationship between students' experiences with teacher ethnic/racial discrimination and students' depressive feelings. Latent Class Analysis of survey data involving a sample of 439 adolescents (M = 18, SD = 0.93; Girls = 49%) with Turkish (41%) or Moroccan origin in Flanders, shows three identification classes: full integration (35%), national integration (40%) and (weak) separation (24%). All these identity profiles had in common that heritage identification was high, yet they were highly distinct due to variation in national and regional identification. Additional, multilevel modelling showed that nationally integrated adolescents were less depressed than fully integrated adolescents. This finding illustrates the importance of adolescents' identity multiplicity for understanding their resilience in relation to teacher discrimination.
青少年的身份是多样的，但很少有研究调查交叉身份的重要性，尤其是在与教师的种族/族裔歧视和心理健康的关系方面。多样性通常是二维的（遗产和国家身份），但这项研究强调了地区身份的重要性。地区是与移民和融合动态相关的独特社会政治背景。因此，本研究调查了不同的国家、遗产和地区身份（即佛兰芒人、比利时人和土耳其人或摩洛哥人）组合的情况下，学生经历教师的种族/族裔歧视与学生抑郁感之间的关系。对涉及 439 名青少年（M = 18，SD = 0.93；女生 = 49%）的样本进行的潜在类别分析，这些青少年在佛兰德斯拥有土耳其（41%）或摩洛哥血统，结果显示有三种认同类别：完全融入（35%）、民族融合（40%）和（较弱）分离（24%）。所有这些认同特征都有一个共同点，即遗产认同度较高，但由于国家和地区认同度的不同，它们之间存在很大的差异。此外，多层次建模表明，民族融合的青少年比完全融合的青少年抑郁程度较低。这一发现说明了青少年身份多样性对于理解他们在面对教师歧视时的适应能力的重要性。
