Salience of Ethnic Minority Grandparents in the Ethnic-Racial Socialization and Identity Development of Multiracial Grandchildren

Identity ◽  
2020 ◽  
Vol 20 (2) ◽  
pp. 73-91 ◽  
Author(s):  
Kelly F. Jackson ◽  
Felicia M. Mitchell ◽  
Cyndy R. Snyder ◽  
Gina E. Miranda Samuels
Keyword(s):  
Identity Development ◽  
Ethnic Minority ◽  
Racial Socialization

scholarly journals Ethnic and National Identity Development and School Adjustment: A Longitudinal Study With Turkish Immigrant-Origin Children

2018 ◽  
Vol 49 (7) ◽  
pp. 1009-1026 ◽  
Author(s):  
Olivia Spiegler ◽  
Katharina Sonnenberg ◽  
Ina Fassbender ◽  
Katharina Kohl ◽  
Birgit Leyendecker
Keyword(s):  
National Identity ◽  
Identity Development ◽  
Ethnic Minority ◽  
Early Adolescence ◽  
Developmental Trajectories ◽  
School Adjustment ◽  
Growth Mixture Modeling ◽  
Identity Change ◽  
Turkish Immigrant ◽  
Resource Hypothesis

We examined developmental trajectories of ethnic and national identity during early adolescence and linked subgroups of identity change to ethnic minority children’s school adjustment. Our longitudinal data on Turkish immigrant-origin children in Germany ( N = 146; MT1 = 10.42 years, 46.6% male) covered three waves of annual measurement. A person-oriented approach using growth mixture modeling revealed two different classes (subgroups) of identity change: Class 1 comprised children with a high and stable Turkish identity, and Class 2 comprised children with a medium and increasing Turkish identity. German identity was medium and stable in both classes. Results further showed generally high levels of school adjustment in both classes but lower levels of school motivation and teacher support among children in Class 2. Our findings point toward heterogeneity in ethnic minority children’s identity development during early adolescence and support the “ethnic identity as a resource” hypothesis.

Changing How We Approach Multicultural Counselor Education: Using Intersectionality, Power, Privilege, and Oppression to Frame Lived Experiences

2019 ◽  
Vol 33 (4) ◽  
pp. 214-220
Author(s):  
Roxanna Nasseri Pebdani
Keyword(s):  
Identity Development ◽  
Counselor Education ◽  
Ethnic Minority ◽  
Cultural Differences ◽  
Cultural Competency ◽  
Lived Experiences ◽  
Group Differences ◽  
Lifelong Learners ◽  
Racial Ethnic ◽  
Minority Identities

Historically, multicultural counselor education has taken a groups approach to educating students about cultural differences. Groups approaches explain cultural differences broadly, potentially leading students to minimize the potential for intra-group differences. This has led to the marginalization of the experiences of students with racial/ethnic minority identities. Incorporating the concepts of power, privilege, and oppression, along with the concept of intersectionality can allow multicultural educators to approach multicultural counselor education in a way that includes all students from any identity. These concepts, along with regularly addressed concepts like identity development, microaggressions, and advocacy, can lead to a broader view of cultural competency. Additionally, when students understand cultural competency within this framework, they have the tools to become lifelong learners. This approach allows students to learn about different client identities and cultures as they are encountered in the students' counseling experiences or as they evolve.

scholarly journals Identity Development in a Transracial Environment: Racial/Ethnic Minority Adoptees in Minnesota

2015 ◽  
Vol 18 (3) ◽  
pp. 217-233 ◽  
Author(s):  
Emma Hamilton ◽  
Diana R. Samek ◽  
Margaret Keyes ◽  
Matthew K. McGue ◽  
William G. Iacono
Keyword(s):  
Identity Development ◽  
Ethnic Minority ◽  
Racial Ethnic

scholarly journals Linguistic Socialization and Identity in Ethnic Hungarian Deaf Families in Romania

2020 ◽  
Vol 2 (3) ◽  
pp. 46-54
Author(s):  
Emese Belényi ◽  
Gábor Flóra
Keyword(s):  
Identity Development ◽  
Ethnic Minority ◽  
Oral Language ◽  
Family Formation ◽  
Family Interactions ◽  
Cultural Backgrounds ◽  
Language Knowledge ◽  
Key Factor ◽  
Research Findings ◽  
Family Case

Ethnic minority Deaf people form a social group whose members often share complex and multiple cultural backgrounds. This research explores linguistic socialization and identity development in ethnic Hungarian Deaf families living in a multi-cultural region of Romania, examining the identity related aspects of the family formation and the transmission of identity to children in ethnically homogenous (Hungarian) or heterogeneous (Hungarian-Romanian) families founded by Deaf spouses. Methodologically the research is based on survey among members of the ethnic Hungarian Deaf community in Bihor County and their ethnic Romanian spouses, career interviews with Hungarian Deaf Special School graduates and family case studies of two or three generation Deaf families. The research results reveal that the ethnic homogeneity of Deaf family partners is a key factor in handing down to children the Hungarian ethnic-national identity and the Hungarian sign language / oral language knowledge. The research findings also highlight the fact that within family interactions involving three generations where Deaf and hearing, ethnic minority and ethnic majority family members are present, specific, multifaceted communication models may prevail, and pathways and modes of identity transmission with particular characteristics may occur.

Identity Development Among Ethnic Minority Youth

2018 ◽  
Vol 23 (4) ◽  
pp. 324-335 ◽  
Author(s):  
Rasa Erentaitė ◽  
Lyda Lannegrand-Willems ◽  
Oana Negru-Subtirica ◽  
Rimantas Vosylis ◽  
Jolanta Sondaitė ◽  
...  
Keyword(s):  
Identity Development ◽  
Ethnic Minority ◽  
Ethnic Diversity ◽  
Identity Work ◽  
Minority Youth ◽  
Cultural Resources ◽  
Ethnic Minority Youth ◽  
Third Way ◽  
Policy Makers ◽  
Challenges And Opportunities

Abstract. In the context of increasing ethnic diversity in many European countries, a successful development and integration of ethnic minority youth becomes a central concern for the future of Europe. It is particularly important to understand specific challenges and opportunities related to identity development among ethnic minority youth. The aim of this review is to integrate recent findings on identity development among ethnic minority youth in Europe. We identified three crosscutting themes in the literature. The “intensified identity work” approach suggests that ethnic minority youth are more engaged in identity work compared to their mainstream peers. The “diverging identity outcomes” themes represents a discussion on the opposite outcomes of identity development among ethnic minority youth. The “third way or hybrid identity” approach suggests that ethnic minority youth can build on globalization and other cultural resources, as well as on their own developmental flexibility to form novel, adaptive patterns of identity. We discuss the complementarity of the three approaches and suggest directions for further studies with ethnic minority youth. We also show how the findings of this review can help practitioners and policy makers in Europe to support ethnic minority youth in their identity development.

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