Aral Tuğçe, Juang Linda P
Department of Inclusive Education, University of Potsdam, Potsdam, Germany.
J Community Psychol. 2025 Jan;53(1). doi: 10.1002/jcop.23166.
The present study explored how racially marginalized German young adults narrate their ethnic-racial socialization (ERS) growing up in Germany. We conducted semi-structured interviews with 26 German young adults of Turkish, Kurdish, East and Southeast Asian heritage (aged 18-32 years, M = 26.7, SD = 3.08, 16 women, seven men, and three nonbinary). Reflexive thematic analysis resulted in five themes: (1) family and community heritage culture socialization, (2) family survival vs. liberation-based preparation for bias, (3) family mistrust toward the oppressing community, (4) school and neighborhood lack of support against discrimination, and (5) marginalized peers and siblings as sources of support against discrimination. The findings highlight marginalized peers as an important source of support and suggest the need for considering the complexity of racism and ERS for participants of minoritized communities within minoritized communities in Europe. The findings also inform interventions designed for families and schools to protect youth from varied forms of bias and discrimination.
本研究探讨了在德国成长的种族边缘化的德国年轻人如何讲述他们的族裔-种族社会化经历。我们对26名具有土耳其、库尔德、东亚和东南亚血统的德国年轻人（年龄在18至32岁之间，M = 26.7，SD = 3.08，16名女性，7名男性，3名非二元性别者）进行了半结构化访谈。反思性主题分析得出了五个主题：（1）家庭和社区传承文化社会化，（2）家庭生存与基于解放的偏见应对准备，（3）家庭对压迫性社区的不信任，（4）学校和社区缺乏应对歧视的支持，以及（5）边缘化的同龄人及兄弟姐妹是应对歧视的支持来源。研究结果突出了边缘化的同龄人作为重要支持来源的作用，并表明需要考虑欧洲少数族裔社区内少数族裔群体参与者所面临的种族主义和族裔-种族社会化的复杂性。研究结果还为旨在保护青少年免受各种形式偏见和歧视的家庭和学校干预措施提供了参考。
