Intergenerational Transmission of Ethnic Identity, Integration and Transnational Ties

2015 ◽  
pp. 149-175 ◽  
Author(s):  
Zana Vathi
Keyword(s):  
Ethnic Identity ◽  
Intergenerational Transmission ◽  
Identity Integration ◽  
Transnational Ties

Fluidity in Language Beliefs:

2014 ◽  
Author(s):  
Chryso Hadjidemetriou
Keyword(s):  
Ethnic Identity ◽  
Intergenerational Transmission ◽  
Local Varieties ◽  
Official Languages ◽  
Everyday Communication

This chapter discusses how the revitalization efforts of Kormakiti Maronite Arabic (KMA) in Cyprus may have influenced the beliefs and ideologies of the community towards its language. KMA is spoken by some members of the Kormakiti Maronite community in Cyprus, where the official languages are Greek and Turkish. However, local varieties of Greek and Turkish are used by most people in everyday communication and the use of KMA has declined, especially in terms of intergenerational transmission. The chapter begins with a sociolinguistic profile of the KMA community focusing on: (i) subjective attitudes towards KMA and its speakers, and (ii) the ethnic identity value attached to KMA. Recordings conducted since 2006, when revitalization efforts began, enabled the author to observe a slight change in some speakers’ beliefs about their language, triggered by ongoing revitalization efforts.

scholarly journals Moscow Mari: Ethnic Culture in the Internal Diaspora

2021 ◽  
Vol 3 (4) ◽  
pp. 6-21
Author(s):  
Marina Vasilevna Kutsaeva
Keyword(s):  
Ethnic Identity ◽  
Intergenerational Transmission ◽  
Urban Space ◽  
First Generation ◽  
Cultural Practices ◽  
Minority Languages ◽  
Ethnic Culture ◽  
Ethnic Language ◽  
The World ◽  
Two Generations

The article deals with the problem of maintaining and preserving Mari ethnic culture in the conditions of an internal diaspora. The purpose of the article is to identify the conditions for maintaining and to determine the prospects for preserving Moscow Maris’ ethnic culture in Moscow’s multicultural urban space. Methods. In 2019–2021, the author of the article conducted a sociolinguistic survey in the Mari diaspora of the Moscow region; the selective sample includes 106 respondents (100 respondents belong to the first generation of the Mari diaspora, six to the second). One of the aspects of the survey was to study markers of ethnic identity in two generations of the diaspora. Results. The results, obtained in the interviews, reveal that Mari culture (knowledge and observance of Mari traditions and customs) is one of the key markers of ethnic identity in the first generation (coming only third after the small homeland and the Mari language markers). Respondents in the second generation demonstrate remnant knowledge of ethnic cultural practices due to a weak intergenerational transmission of the Mari language. The author concludes that in order to preserve ethnic traditions and customs in the diaspora, it is extremely important to maintain an ethnic language; at the same time, as the world practice of revitalizing minority languages shows, ethnic culture can be viewed as a source of initiation into an ethnic language, and later become a channel for its maintenance.

Integrating Identities: Ethnic and Academic Identities among Diverse College Students

2013 ◽  
Vol 115 (8) ◽  
pp. 1-24
Author(s):  
Lovey H. M. Walker ◽  
Moin Syed
Keyword(s):  
College Students ◽  
Ethnic Identity ◽  
Identity Development ◽  
White Students ◽  
Students Of Color ◽  
Rating Scale ◽  
Academic Identity ◽  
Identity Integration ◽  
Academic Identities ◽  
The U.S

Background/Context Students of Color continue to be underrepresented at the undergraduate level. Recent research has demonstrated the importance of non-academic psychosocial factors for understanding college experiences. One factor, identity, is a broad, multidimensional construct that comprises numerous distinct domains, including political, religious, gender, ethnic, and academic identities. Two identity domains that are particularly relevant for college Students of Color are ethnic and academic identities. Purpose/Objective/Research Question/Focus of Study In the present study we focused on identity development processes in college and how they differ between Students of Color and White students. Specifically, our study examined four hypotheses: Compared with White students, Students of Color would 1) report higher levels of ethnic identity and 2) endorse higher levels of ethnic-academic identity integration, and that the group difference in ratings of ethnic-academic identity integration would be both 3) mediated and 4) moderated by ethnic identity. Research Design This study was a cross-sectional survey of 282 college students in the U.S. (69% women, M age = 19.65, SD =2.78, Range = 18-39; 90% born in the U.S.). Participants were categorized as either White (54%) or as a Student of Color (47%). Participants completed rating-scale measures of ethnic identity exploration and commitment, academic identity, and ethnic-academic identity integration. Findings/Results Findings in the study supported our four hypotheses: 1) Students of Color reported higher levels of ethnic identity than White students, 2) Students of Color reported greater integration between their ethnic and academic identities than White students, 3) this difference was partially explained by Students of Color having stronger ethnic identities than White students, and 4) ethnic identity moderated the relation between ethnicity and ethnic-academic identity integration, such that ethnic identity predicts greater ethnicity-academic identity integration for Students of Color and White students, but the association is stronger for Students of Color. Conclusions/Recommendations Ethnic minority college students endorse higher levels of integration between their ethnic background and academic major. The ability for students to integrate their ethnic and academic identities may provide students with a sense of belonging during their college years. Both ethnicity and the academic environment play a role in the ways in which students feel belonging and pursue their academic careers. Thus, it is important to examine experiences of belonging in an academic context.

Sites Unseen

2020 ◽  
pp. 211-230
Author(s):  
Jonathan E. Calvillo
Keyword(s):  
Ethnic Identity ◽  
Identity Construction ◽  
Intergenerational Transmission ◽  
Religious Salience ◽  
Significant Bearing

This chapter argues that Catholics and evangelicals ultimately contribute to distinct constructions of ethnic space and of ethnic identity, in as much as ethnic space serves as a mechanism for ethnic identity construction. For Catholics, religion shapes the boundaries of ethnicity as a retrospective, locally anchored, communally embodied identity. For evangelicals, religion shapes the boundaries of ethnicity as a future looking, regionally dispersed, voluntarily selected identity. Catholicism, the author argues, tends to contribute to a more robust sense of ethnic continuity, while evangelicalism tends to contribute to a more robust sense of religious salience. The author argues that intergenerational transmission is a matter that both traditions continue to contend with as it has significant bearing on their ethnic futures. The chapter closes by reflecting on the adaptive ethnoreligious identities being forged by later generation Latinxs in light of the materials made available by earlier generations.

Ethnic Identity and Personal Identity.

PsycCRITIQUES ◽  
1985 ◽  
Vol 30 (12) ◽  
Author(s):  
Ralph H. Turner
Keyword(s):  
Ethnic Identity ◽  
Personal Identity

What, How, and Why of Ethnic Identity: Not for Ethnics Only

1994 ◽  
Vol 39 (4) ◽  
pp. 397-398
Author(s):  
Kathryn J. Lindholm
Keyword(s):  
Ethnic Identity
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