Multicultural recognition and ethnic minority rights: A social identity perspective

Questions of multiculturalism give rise to lively and important debates in many countries and in many spheres of life. Diversity is considered desirable and necessary for the development of secure ethnic identities and positive self-feelings, but is also challenged for being inequitable and a threat to social cohesion. It is argued that the social identity perspective offers a useful framework for examining some of the key social psychological correlates and consequences of multicultural recognition. This perspective draws attention to status positions, ingroup identification, beliefs about the nature of ethnic groups, and perceptions of the social system. The first empirical section deals with the endorsement of multiculturalism in relation to majority – minority group status and the perceived nature of minority groups. Subsequently, the endorsement of multiculturalism is examined in relation to perceived structural discrimination, and the importance of social cohesion and stability. In the third empirical part the focus is on consequences of multicultural recognition for ingroup identification and self-esteem. As a set, the various empirical and theoretical arguments suggest that there is not one best approach to managing cultural diversity. Rather, it is important to concentrate on when and why specific effects occur, which means that more systematic attention should be paid to forms of multiculturalism, different groups, and to various conditions and circumstances.     

Antecedents of intra/intergroup friendships and stress levels among ethnic and religious minority members

Two studies tested a model, whereby, identification with the minority group was predicted to impact on acculturation preferences, which in turn were proposed to impact involvement in intragroup friendships with other minority members, intergroup friendships with majority members and stress experienced by minority members. A direct path from minority identification to stress was also included in the model. The model was tested using structural equation modelling on survey data collected from Muslim women (N = 250) and from Somali minority members (N = 198) in Britain. Results supported predictions and revealed that identification was associated with more culture maintenance preference and less culture adoption preference. Culture maintenance preference was associated with involvement in intragroup friendships, and culture adoption preference was associated with involvement in intergroup friendships and increased stress. Practical applications of the findings are discussed.     

Imagined contact in high conflict settings: The role of ethnic group identification and the perspective of minority group members

Recent contact literature has shown that imagining a positive intergroup encounter improves intergroup attitudes and behaviors, yet less is known about the effects of imagined contact in high conflict settings. We conducted three studies to understand the potential effects of imagined intergroup contact among ethnic Turks (majority status) and ethnic Kurds (minority status) in the Turkish‐Kurdish interethnic conflict setting. Study 1 (N = 47, Turkish) tested standard imagined contact effects (neutral vs. standard imagined contact condition) among majority Turks and showed that imagined contact was effective on outgroup attitudes, perceived threat, intergroup anxiety, and support for multiculturalism only among participants with higher ethnic identification. Study 2 (N = 107, Turkish) examined how ethnic identification of the contact partner would influence the effectiveness of the standard imagined contact scenario (neutral vs. standard vs. ethnic identification condition) and demonstrated that imagined contact effects were more negative when the contact partner identified with his/her ethnic group during imagined contact. Study 3 (N = 55, Kurdish) investigated imagined contact effects (neutral vs. standard imagined contact condition) among an ethnic minority group and showed that imagined contact did not improve minority group members' outgroup attitudes, but did decrease intergroup anxiety and perceived discrimination (marginally significantly) and increased perceived positive attitudes from the majority group. Practical implications of the use of imagined intergroup contact strategy in conflict‐ridden settings were discussed.     

Perceiving minority members as individuals: the effects of relative group size in social categorization

According to the account by comparative distinctiveness, minorities draw attention by virtue of their relative size, leading to more individuation and more stereotyping of their members. Using the ‘Who said what?’ paradigm by Taylor, Fiske, Etcoff, and Ruderman ( 1978 ) in Klauer and Wegener's ( 1998 ) modified version, relative group size of gender categories and age categories was varied in a pilot study and a main experiment, respectively. In the pilot study, memory for discussion statements and in both studies, memory for individuating information increased as subgroup size decreased. Rating measures obtained in the main experiment revealed most stereotyping of minority members. The findings thereby support major predictions of the account by comparative distinctiveness, but demonstrate dissociations between different modes of category‐based processing, i.e. category memory, reconstructive category use, and stereotyping. Copyright © 2002 John Wiley & Sons, Ltd.     

Assimilation ideology and situational well-being among ethnic minority members

Two experimental questionnaire studies were conducted to test whether assimilation ideology affects the relationship between ethnic self-esteem and situational well-being of Turkish-Dutch participants. Social identity theory argues that ethnic identity can buffer the effects of group identity threat on well-being, and self-esteem research suggests that a positively evaluated self-aspect can form an important source of well-being. Results show that in an assimilation context, ethnic self-esteem is positively related to feelings of global self-worth and general life-satisfaction. The findings suggest that ethnic self-esteem is an important factor for well-being in an assimilation context that undermines minority group members ability to live their ethnic identity and threatens their group’s positive distinctiveness.     

Social identity complexity and immigrants' attitude toward the host nation: the intersection of ethnic and religious group identification

Social identity complexity refers to individual differences in the interrelationships among multiple ingroup identities. The present research conducted in the Netherlands examines social identity complexity in relation to Muslim immigrants' national identification and the attitude toward the host majority. Three studies are reported that focused on the interrelationship between ethnicity and religion and examined social identity complexity in different ways. Study 1 showed that lower social identity complexity is associated with lower national identification. Studies 2 and 3 examined the interaction between ethnic and religious group identification. For Muslim identifiers, higher ethnic identification was related to lower national identification and higher ingroup bias (Studies 2) and lower endorsement of national liberal practices (Study 3). In contrast, for those who did not strongly identify with Muslims, higher ethnic identification was associated with higher national identification, stronger endorsement of Dutch liberal practices, and more positive stereotypes about the Dutch outgroup (Study 3).     

Testing a model of minority identity achievement, identity affirmation, and psychological well-being among ethnic minority and sexual minority individuals

How is social identity related to psychological well-being among minority individuals? Drawing on developmental models of identity formation (e.g., Erikson, 1968) and on Social Identity Theory (Tajfel & Turner, 1979), we tested a conceptual model examining links between two key aspects of social identity and psychological well-being. We proposed that the association between identity achievement (exploring and understanding the meaning of one's identity) and psychological well-being is mediated by identity affirmation (developing positive feelings and a sense of belonging to one's social group). Across three studies, including ethnic minority high school students (Study 1), ethnic minority college students (Study 2) and lesbian and gay male adults (Study 3), we found strong support for the model. Results suggest that the process of exploring and understanding one's minority identity can serve as an important basis for developing positive feelings toward and an enhanced sense of attachment to the group, which can in turn confer psychological benefits for minority individuals. Implications and directions for future research are discussed.     

Dual identity,in‐group projection,and out‐group feelings among ethnic minority groups

This study extends research on dual identity and in‐group projection by considering category prototypicality and indispensability, and by focusing on ethnic minority members and their attitudes towards the native majority and minority out‐groups. Among a sample of 491 participants of the three largest immigrant‐origin groups in the Netherlands, it was found that the minority in‐group was seen as relatively more prototypical and relatively more indispensable for the national category in comparison with minority out‐groups, but not in comparison with the native majority. In support of the in‐group projection model, stronger dual identity was associated with higher relative in‐group prototypicality and relative in‐group indispensability in comparison with the majority and, via both these relative perceptions, to a less positive attitude towards the native Dutch. In addition and in support of the common in‐group identity model, dual identity was associated with more positive minority out‐group feelings via higher minority out‐group prototypicality and indispensability. It is concluded that dual identity can have both positive and negative consequences for intergroup relations depending on perceived (relative) prototypicality and indispensability, and depending on whether the out‐group is the majority or other minorities.     

Group identity and peer relations: A longitudinal study of group identity,perceived peer acceptance,and friendships amongst ethnic minority English children

This research examined whether peer relationships amongst ethnic minority status children reflect the social groups to which children belong and the degree to which they identify with these groups. A longitudinal study was conducted to investigate the influence of group identities (i.e., ethnic and national) on children's perceived peer acceptance and preference for same‐ethnic friendships. Measures of ethnic and English identification, perceived peer acceptance, and friendship choice were administered to 207 south‐Asian English children, aged between 5 and 11, at two time points 6 months apart. In line with predictions, longitudinal analysis showed that bicultural identification (i.e., higher ethnic and English identity) was related to higher perceived peer acceptance and less preference for same‐ethnic friendships. Importantly, as hypothesized, this finding was limited to the older children with more advanced social‐cognitive abilities. The results suggest that older children who adopted a bicultural identity were able to strategically ‘flag’ their multiple group identities, within their multicultural peer groups, to obtain acceptance amongst the maximum number of peers and show less preference for same‐ethnic friendships. This study extends previous peer relations research, which has typically focused on individual social deficits or classroom norms, by showing that group identities influence peer relationships amongst ethnic minority status children.     

Identity and emergency intervention: how social group membership and inclusiveness of group boundaries shape helping behavior

Two experiments exploring the effects of social category membership on real-life helping behavior are reported. In Study 1, intergroup rivalries between soccer fans are used to examine the role of identity in emergency helping. An injured stranger wearing an in-group team shirt is more likely to be helped than when wearing a rival team shirt or an unbranded sports shirt. In Study 2, a more inclusive social categorization is made salient for potential helpers. Helping is extended to those who were previously identified as out-group members but not to those who do not display signs of group membership. Taken together, the studies show the importance of both shared identity between bystander and victim and the inclusiveness of salient identity for increasing the likelihood of emergency intervention.     

Bridging separate communities: the aspirations and experiences of minority ethnic religious education teachers in England

This article takes as its starting point concerns about community separation that arose in 2001, following outbreaks of violence in English urban centres, and again in 2014, following the so-called ‘Trojan Horse’ case. Despite a series of reports which have highlighted the need to address ‘separation’, promote ‘meaningful contact’ between those who differ in terms of ethnicity and worldview and identify teachers of religious education (RE) as key players, researchers have paid no attention to teachers of RE from minority ethnic and religious backgrounds. The article draws on a qualitative study of teachers from Hindu, Muslim and Sikh backgrounds to explore their concerns about pupils’ perceptions of separation and the ways in which they attempted to address these in white majority and Muslim majority schools. Communication research and studies based on social capital theory are used to suggest that the teachers used ‘bonding’ and ‘bridging’ strategies as means of encouraging pupils to explore their perceptions of separation, engage in a mediated form of meaningful contact with ‘the Other’ and expand their thinking. The conclusion calls for further research in to the strategies reported and for policy makers to support the recruitment, training and career development of minority ethnic teachers of RE.     

少数民族青少年民族认同发展理论模型及其功能

青少年民族认同发展的三阶段理论模型和黑人民族认同发展模型的提出,为研究少数民族青少年的民族认同发展提供了一定的依据。少数民族青少年民族认同的发展与应付能力,自我效能感等因素有积极的相关,在一定程度上可以提高自尊,比如消极民族刻板印象的影响,增加心理归属感等。而且可以促发少数民族青少年亲社会态度的形成。     

Perceived group identity of outgroup members and anticipated rejection: People think that strongly identified group members reject non‐group members

Many studies of intergroup relations have examined the effects of group identity on various types of intergroup cognition and behavior. However, few studies have focused on the perceived group identity of outgroup members. This study examined the effects of perceptions of outgroup identity on anticipated rejection by an outgroup. In Study 1, we administered a questionnaire pertaining to 30 social groups to Japanese undergraduate and vocational students. The collective images and intra‐individual processes relating to perceived outgroup identity were investigated by applying correlation analysis and multilevel structural equation modeling. In Study 2, we conducted an experiment in which we manipulated the participants' perceptions of relative levels of outgroup members' identity. Both studies demonstrated, as predicted, that people anticipated rejection by strongly identified outgroup members more than by weakly identified outgroup members. Furthermore, in Study 2, anticipated same‐group favoritism mediated the relationship between the manipulation of perceived outgroup identity and anticipated rejection. These findings suggest the important role of perceived outgroup identity in intergroup cognition.     

Improving academic attitudes among ethnic minority youth at risk for early school leaving: the interactive effects of cross‐group friendships and ethnic identity

A growing body of research suggests that positive interethnic experiences enhance academic attitudes among ethnic minority youth. A number of studies also show that minority youth with an achieved ethnic identity have better academic attitudes and performance. Integrating these literatures, we aim to verify the combined effects of cross‐group friendships and ethnic identity on academic attitudes among a sample of youth at risk for early school leaving. The results showed that cross‐group friendships had a positive impact on academic attitudes for minority youth, but not for majority youth. However, individual levels of ethnic identity moderated these effects, which held true for minority youth with higher levels of ethnic identity. The theoretical and practical implications of these findings are discussed.     

Relating ethnic identity, acculturation, and attitudes toward treating minority clients

This study assessed the relationship among the ethnic identity, acculturation, and self-concepts of minority health care professionals and their attitudes toward treating minority clients and using alternative therapies. The sample consisted of 150 medical students of Indian descent. Strong ethnic identity and acculturation related to high self-esteem, self-clarity, the likelihood of treating more minority patients, and the use of alternative therapies. The more "Westernized" participants expressed less of a preference for serving minority patients and believed themselves to be less effective in serving minorities. Gender differences in some aspects of ethnic identity and attitudes were found. The results imply that a focus on acculturation and ethnicity in all client-clinician psychological research is critical, and especially in cases of cultural matching.     

Assessing multiple facets of gender identity: the gender identity questionnaire.

314 men and 451 women participated in a study to assess the reliability and validity of the multifaceted Gender Identity Questionnaire. Reliability coefficients of the (sub)scales varied between .67 and .80; content, criterion, and construct validity were satisfactory.     

Feminism versus minority group identity: Not for black woman only

An analytical review of the literature revealed four basic hypotheses that have been adopted by researchers investigating Black women and their relationships. The hypotheses have been identified by the author as follows: The weakening hypothesis, the double whammy hypothesis, the Black matriarchy hypothesis, and the Black racism hypothesis. In addition, a discussion of the implication that the hypotheses have for Black and White researchers was given. Finally, suggestions for new approaches and directions that future research should take were included.