Ethnic identity of representatives of the Ukrainian minority university students in Poland

2021 ◽  
Vol 64 (21) ◽  
pp. 58-69
Author(s):  
Krzysztof Zegar ◽  
Maria Łoskot ◽  
Julia Pierzyńska ◽  
Małgorzata Siemiątkowska
Keyword(s):  
Decision Making ◽  
Ethnic Identity ◽  
National Identity ◽  
International Students ◽  
Social Identity ◽  
Identity Development ◽  
Narrative Analysis ◽  
Social Issues ◽  
Polish Groups ◽  
Self Confidence

Introduction: Referring to the knowledge about the number of Ukrainian students in Poland, James Marcia’s theory of identity development and Henri Tajfel’s theory of social identity, the authors examined how the Ukrainian minority studying in Poland describes its ethnic identity. Method: For this purpose, nine semistructural interviews were conducted, which were then subjected to a semantic narrative analysis. Results: It turned out that the respondents identify most strongly with the group of international students and students, and with their national identity in the second place. Polish nationality was cited as a group of belonging, spending time, while the Ukrainian nationality was individual, related to origin. Polish groups were positively evaluated by the respondents. The analysis also distinguished categories of differences between Poland and Ukraine, indicated by the respondents. They were: culture and religion, customs and tradition, decision-making and self-confidence, social issues, as well as mentality and science. The categories of stereotypes that were mentioned in the interviews were also identified: cheating and stealing, complaining and the similarity of nations. Conclusions: The results showed that the identity of Ukrainians is in a state of moratorium. The respondents define Ukraine as “their” country, while the strongest ones describe themselves as international students.

scholarly journals A Longitudinal Investigation of the Ethnic and National Identities of Children With Migration Background in Germany

2020 ◽  
Vol 51 (2) ◽  
pp. 91-105 ◽  
Author(s):  
Laura Froehlich ◽  
Sarah E. Martiny ◽  
Kay Deaux
Keyword(s):  
Ethnic Identity ◽  
National Identity ◽  
Identity Development ◽  
Migration Background ◽  
Social Identities ◽  
National Identities ◽  
Minority Children ◽  
Dual Identities ◽  
Social Identity Development ◽  
Ethnic Minority Children

Abstract. How immigrants define their ethnicity and nationality is relevant for integration: They can identify with their ethnic group, the receiving society, and a combination of both. A longitudinal study with elementary-school children with migration background ( N = 200; age 9–10) in Germany investigated the predictors and stability of ethnic and national identities. Ethnic identity was more highly endorsed than national identity. National and dual identities were compatible (i.e., positively related), whereas ethnic identity was compartmentalized (i.e., unrelated to national and dual identities). Contact with Germans predicted national identity over time, but not vice versa. Thus, the study contributes to a better understanding of multiple social identities of young ethnic minority children in light of social psychological theories of social identity development.

scholarly journals Some Aspects of Schoolchild’s and Students’ Ethnic Identity Development Though Ethnic Instrumental Music

Pedagogika ◽  
2015 ◽  
Vol 117 (1) ◽  
pp. 98-109
Author(s):  
Vida Palubinskienė
Keyword(s):  
Ethnic Identity ◽  
National Identity ◽  
Young People ◽  
Identity Development ◽  
Extracurricular Activities ◽  
Instrumental Music ◽  
Young Generation ◽  
Self Awareness ◽  
Ethnic Identity Development ◽  
National Values

One of the basic objectives of contemporary pedagogy is developing youth’s national musical culture. In the course of history, when the idea of Lithuanian independence used to become realistic and tangible, special attention was paid to identity issues. The efforts to sustain and to thoroughly foster our traditions, customs, language and ethnical music had the greatest impact on the development of Lithuanian people’s national awareness. The essential categories characterizing the Lithuanian national identity have been and remained self-awareness, language, customs, folk art, and ethnical instruments. Playing instrumental music in ensembles using ethnical instruments has also greatly contributed to preserving of Lithuanian traditions and national identity, as a way of national awareness. Object of research: Some aspects of schoolchild’s and students ethnic identity development through ethnic instrumental music. Aim of research: investigate of the meaning of teaching ethnic instrumental music in the process of developing the knowledge of the ethnical identity. Methods of research: questionnaire scientific methodological literature review, questionnaire and a summary of comparison. The traditions of playing instrumental music in ensembles are quite old and deep-rooted in Lithuania. Ethnical instruments (the kanklės, reed-pipes, pan flutes, etc.) have been always regarded as a symbol of national awareness. Therefore, continuity and dissemination of related traditions and their application in various aspects contributes, at least partially, to the possibility of preserving national values and developing national identity. Playing instruments in ensembles helps young people develop their musical listening skills and memory, get more matured spiritually, as well as form aesthetic feelings and artistic understanding of music. For educators, the ability to play different ethnical instruments is helpful in the respect of having more variety in their classes, involving the learners in extracurricular activities, and making closer acquaintances with the pupils and their parents. The possibility to develop the national identity of young people by means of playing in ensembles is exploited not only in Lithuania. This kind of experience has been used quite long in the practices of other countries. Therefore, in the rapid course of globalisation processes, it is of great importance to educate the young generation in the spirit of national traditions.

A Grounded Theory of Adolescent High School Women’s Choir Singers’ Process of Social Identity Development

2017 ◽  
Vol 65 (4) ◽  
pp. 439-460 ◽  
Author(s):  
Elizabeth Cassidy Parker
Keyword(s):  
High School ◽  
Grounded Theory ◽  
Social Identity ◽  
Identity Development ◽  
Public High School ◽  
Self Confidence ◽  
Women's Choir ◽  
Data Collection And Analysis ◽  
Social Identity Development ◽  
Women's Choirs

The purpose of this grounded theory study was to discover the process of social identity development for adolescent high school women’s choir participants. Purposive maximum variation sampling was used to identify three public high school women’s choirs where 54 interviews were conducted with 40 different public school singers. Three waves of data collection and analysis revealed a seven-step process beginning with coming in singing and ending with envisioning myself. The central phenomenon was identified as opening up my voice and me and emphasized singers’ increased self-confidence. Intervening conditions included competition, the absence of choral opportunities, and lack of understanding from those outside of the choral program. Amount of time in the choral program, number of groups, and community recognition were identified as contextual conditions. Dimensionalized properties, a temporal matrix, and propositional statements are presented.

Chicana/o Ethnic Identity Research

2001 ◽  
Vol 29 (1) ◽  
pp. 91-117 ◽  
Author(s):  
Marc Pizarro ◽  
Elizabeth M. Vera
Keyword(s):  
Young Adults ◽  
Ethnic Identity ◽  
Racial Identity ◽  
Social Identity ◽  
Identity Development ◽  
Adolescents And Young Adults ◽  
Ethnic Identity Development ◽  
The Relationship

Although Chicana/o ethnic identity has been studied extensively, the process of ethnic identity development and the relationship between ethnic identity and other aspects of social identity (such as racial identity) are still not well understood. This article presents a review of the research on Chicana/o ethnic identity, focusing on the early work on the National Chicano Survey, as well as more recent research with Chicana/o children, adolescents, and young adults. Important advances and shortcomings of this work are identified. The findings are discussed in the context of implications for researchers and counselors.

scholarly journals National Identity in the Indonesian Youth [Identitas Nasional di Kalangan Orang Muda Indonesia]

2021 ◽  
Vol 36 (2) ◽  
pp. 231-273
Author(s):  
Augustinus Supratiknya
Keyword(s):  
Ethnic Identity ◽  
National Identity ◽  
Social Identity ◽  
Extended Family ◽  
Female Students ◽  
Male And Female ◽  
Source Study ◽  
Ethnic Nation

National identity (identitas nasional [IN]) and ethnic identity (identitas suku bangsa [ISB]) as two forms of social identity are important to scrutinize in the multi-ethnic nation of Indonesia. This research comprised two studies and aimed to uncover the Indonesian youth’s national identity (identitas nasional [IN]) on a sample of male and female students with different backgrounds in ethnicity, religion, and identity source. Study 1 aimed to construct an instrument of youth’s national identity (identitas nasional [IN]) by adapting the Skala Identitas Suku Bangsa (SISB; 2019), resulting in the Skala Identitas Nasional (SIN) consisting of 12 items (rit = 0.35 -0.64; α = 0.84). Study 2 aimed to explore the participants’ national identity (identitas nasional [IN]; N = 480) by considering the differences of their backgrounds. The results showed that in general the participants’ level of national identity (identitas nasional [IN]) was high, especially on the Balinese and Florinese samples; their level of national identity (identitas nasional [IN]) correlated with their level of ethnic identity (identitas suku bangsa [ISB]); religion related with levels of national identity (identitas nasional [IN]) through its connection with ethnicity, hence the Hindu-Balinese sample indicated the highest; the majority of participants acknowledged the parents and the extended family as their source of identity, but seemed to fail in contributing to the formation of the youth’s national identity (identitas nastional [IN]); male participants showed a higher level of national identity (identitas nasional [IN]) than female participants. Possible causes of the important findings were discussed and follow-up research on those findings were recommended. Identitas nasional (IN) dan identitas suku bangsa (ISB) sebagai dua bentuk identitas sosial penting dicermati dalam masyarakat Bangsa Indonesia yang multi-etnik. Penelitian ini meliputi dua studi, bertujuan mengungkap identitas nasional (IN) orang muda Indonesia dengan sampel mahasiswa laki-laki dan perempuan berlatar-belakang suku bangsa, agama, dan sumber identitas berlainan. Studi 1 bertujuan menyusun alat ukur identitas nasional (IN) orang muda dengan mengadaptasi Skala Identitas Suku Bangsa (SISB; 2019), menghasilkan Skala Identitas Nasional (SIN) yang terdiri dari 12 butir (rit = 0.35-0.64; α = 0.84). Studi 2 bertujuan mengungkap identitas nasional (IN) partisipan (N = 480) secara eksploratif dengan memperhatikan perbedaan latar belakang mereka. Hasilnya, secara umum taraf identitas nasional (IN) partisipan cukup tinggi, khususnya pada sampel suku bangsa Bali dan Flores; taraf identitas nasional (IN) mereka berkorelasi dengan taraf identitas suku bangsa (ISB); agama berhubungan dengan taraf identitas nasional (IN) melalui hubungannya dengan suku bangsa, maka sampel Hindu-Bali menunjukkan taraf identitas nasional (IN) tertinggi; mayoritas partisipan mengakui orang tua dan keluarga besar sebagai sumber identitas, namun ada indikasi mereka kurang berperan dalam pembentukan identitas nasional (IN) orang muda; sampel laki-laki menunjukkan taraf identitas nasional (IN) lebih tinggi dibandingkan sampel perempuan. Kemungkinan penyebab temuan-temuan penting dibahas, dan saran untuk penelitian lebih lanjut dikemukakan.

I Want to Be Like You

2012 ◽  
Vol 43 (3) ◽  
pp. 115-126 ◽  
Author(s):  
Christina Matschke ◽  
Kai Sassenberg
Keyword(s):  
Social Identity ◽  
Identity Development ◽  
Self Regulation ◽  
Active Role ◽  
Social Identification ◽  
Social Self ◽  
Approach And Avoidance ◽  
Internal Motivation ◽  
Avoidance Strategies ◽  
Social Identity Development

Entering a new group provides the potential of forming a new social identity. Starting from self-regulation models, we propose that goals (e.g., internal motivation to enter the group), strategies (e.g., approach and avoidance strategies), and events (e.g., the group’s response) affect the development of the social self. In two studies we manipulated the group’s response (acceptance vs. rejection) and assessed internal motivation as well as approach and avoidance strategies. It was expected, and we found, that when newcomers are accepted, their use of approach strategies (but not avoidance strategies) facilitates social identification. In line with self-completion theory, for highly internally motivated individuals approach strategies facilitated social identification even upon rejection. The results underline the active role of newcomers in their social identity development.

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