Froehlich Laura, Bick Nathalie, Nikitin Jana, Martiny Sarah E
FernUniversität in Hagen, Hagen, Germany.
University of Vienna, Vienna, Austria.
Soc Psychol Educ. 2023 Jun 13:1-26. doi: 10.1007/s11218-023-09800-3.
The integration of ethnic minority youth can only be successful if they are motivated to establish and maintain social relationships in important institutions such as school. At the same time, worries about negative stereotypes about one's ethnic group can undermine ethnic minority students' motivation to approach others. In the present study, we tested whether social identity threat predicts ethnic minority adolescents' social approach motivation via reduced sense of belonging. We also examined whether multiple social identities (i.e., high endorsement of ethnic and national idenitiy) buffer against the negative effects of social identity threat. In a sample of 426 ethnic minority students from 36 9 -grade classes in Germany, social identity threat was indirectly related to social approach motivation via reduced sense of belonging to the school and class. The interplay of students' ethnic and national identity moderated the relationship of social identity threat and sense of belonging. The relationship was particularly negative for students who endorsed either ethnic or national identity. However, it was less negative for students with integrated multiple social identities and non-significant for students who identified neither with the ethnic nor the national group. Results generalized for social approach motivation towards ethnic majority and minority classmates. These patterns were only found for social approach motivation in face-to-face contact situations, but not in online situations. We discuss these findings in light of the literature on social identity threat and multiple social identities. Practical implications include measures to foster students' sense of belonging and to reduce social identity threat.
只有当少数族裔青年有动力在学校等重要机构中建立和维持社会关系时，他们的融入才能成功。与此同时，对自身族群负面刻板印象的担忧会削弱少数族裔学生与他人交往的动力。在本研究中，我们测试了社会身份威胁是否通过归属感降低来预测少数族裔青少年的社交接近动机。我们还研究了多种社会身份（即对族群和国家身份的高度认同）是否能缓冲社会身份威胁的负面影响。在来自德国36个九年级班级的426名少数族裔学生样本中，社会身份威胁通过对学校和班级归属感的降低与社交接近动机间接相关。学生的族群身份和国家身份的相互作用调节了社会身份威胁与归属感之间的关系。对于只认同族群或国家身份的学生来说，这种关系尤其消极。然而，对于具有整合多种社会身份的学生来说，这种关系的消极程度较低，而对于既不认同族群也不认同国家群体的学生来说，这种关系不显著。研究结果适用于对多数族裔和少数族裔同学的社交接近动机。这些模式仅在面对面接触情境中的社交接近动机中发现，而在网络情境中未发现。我们根据关于社会身份威胁和多种社会身份的文献讨论了这些发现。实际意义包括培养学生归属感和减少社会身份威胁的措施。
