German Centre for Integration and Migration Research (DeZIM), Mauerstraße 76, 10117, Berlin, Germany.
Center for Social and Cultural Psychology, University of Leuven, Tiensestraat 102-box 3727, 3000, Leuven, Belgium.
J Youth Adolesc. 2024 Dec;53(12):2746-2761. doi: 10.1007/s10964-024-02036-0. Epub 2024 Jun 19.
Across Western Europe, immigrant-origin minority youth often struggle to belong socially and to develop national self-identification. Yet, almost no research to-date has asked how these youth perceive the cultural contents of the national identity in their residence country-or rather, to what extent they perceive youth like them to (mis)fit the national identity. The present study addressed this research gap by centering schools as developmental contexts of evolving belonging and national self-identification and newly inquiring into minority youth's perceptions of national (mis)fit as critical levers of their national identity development. Drawing on data from two annual waves of the Leuven-Children of Immigrants Longitudinal Study (Leuven-CILS), a sample of 942 Moroccan- and Turkish-origin youth (M = 14.98, SD = 1.22; 52% female) in 62 Belgian schools was used. Cross-lagged analysis combined repeated measures of school belonging and national self-identification with vignette measures of the perceived national fit of (imagined) culturally different peers. While school belonging and national self-identification were unrelated over time, earlier perceived national fit uniquely enabled more national self-identification one year later, over and above evolving school belonging. These findings suggest that experiencing belonging in school does not suffice for minority youth to develop national self-identification. Schools may, however, promote national identity development through redefining national identities to include cultural diversity-thereby signaling to minority youth that they can fit the national identity.
在整个西欧，移民出身的少数族裔青年在社会融入和发展国家认同感方面往往面临困难。然而，迄今为止，几乎没有研究询问这些青年如何看待他们居住国的国家认同的文化内涵——或者更确切地说，他们认为像他们这样的青年在多大程度上符合（或不符合）国家认同。本研究通过将学校作为归属感和国家认同感发展的发展背景，并首次询问少数族裔青年对国家（不）适应的看法作为他们国家认同发展的关键杠杆，来填补这一研究空白。本研究利用了来自列日移民青少年纵向研究（Leuven-CILS）的两年数据，该研究对 62 所比利时学校的 942 名摩洛哥裔和土耳其裔青年（M=14.98，SD=1.22；52%为女性）进行了调查。交叉滞后分析将学校归属感和国家认同感的重复测量与想象中不同文化背景的同伴感知到的国家适应程度的情景测量相结合。虽然学校归属感和国家认同感之间没有随时间变化而相关，但早期感知到的国家适应程度可以独特地使一年后更多的人具有国家认同感，而不仅仅是学校归属感的发展。这些发现表明，在学校中体验归属感并不足以使少数族裔青年发展国家认同感。然而，学校可以通过重新定义国家认同以包括文化多样性来促进国家认同的发展——从而向少数族裔青年发出信号，表明他们可以适应国家认同。
