“民族认同，国家认同”与青少年自尊的关系

自尊被普遍认为是青少年的发展中的一个重要因素,已有研究发现它与心理幸福感呈显著的正相关,并与沮丧和绝望呈显著的负相关。就是由于自尊的心理上的重要性,所以有大量的研究来探讨它的影响因素。大多数对自尊的研究主要关注的是个体的能力和人际问的经历来作为自尊主要成分。尽管自尊的个人资源明显是很重要的,但是这样的关注忽略了自尊的群体成员方面的影响。本文就是探讨群体认同,尤其是考察民族认同和更广层面的国家认同.对少数民族青少年自尊的预测。     

民族认同的概念、测量及研究述评

民族认同对个人心理健康、国家团结和谐有着重大意义,已成为当今研究中的热点问题。文章针对民族认同涵义正在逐步拓宽的发展趋势,分析了民族认同的内涵及与相关概念的关系。在描述民族认同测量多维性的基础上,梳理并比较了MEIM、MEIM-R和EIS等应用广泛的民族认同测量工具。归纳了以民族认同作为调节变量、中介变量的最新研究及其相关研究。未来民族认同研究深化的基本途径为关键术语一致化、研究方法精确化和评估水平全面化。     

青少年民族认同的发展特点及影响因素

民族认同是一个终生动态发展的过程。青少年的民族认同影响到民族文化的传承和发展,而且民族认同和文化适应、心理健康、人格发展、亲社会行为等紧密相关。本研究选取1328名11～20岁的青少年为被试,探求青少年民族认同（包括对本民族认同和中华民族认同）在不同年龄阶段的特点,发现20岁是青少年认同的关键时期,母亲的受教育程度等对民族认同有显著影响作用。     

释迦牟尼的民族、种族及其国家

佛教创始人释迦牟尼姓瞿昙,出身释迦族,族属汉藏语系藏缅语族民族。其族起源于喜马拉雅山腹地,较早南迁恒河平原北部边缘,营造城邑,从事农业种植,建立国家体系,进入先进行列,故称其名为大能、能者,其神话传说也反映农业民族具有的人本主义特征。按佛经记载,释迦族皮肤黄白,崇尚金色,从人种特征上说明属于黄种人。释迦族首都迦毗罗卫城,现可考城镇村落十三个。当时的印度十六大国中有七国属于藏缅语族民族国家,分争佛舍利的八国中有六国属藏缅语族民族,宗奉佛教。这些同语族民族的社会、文化成为释迦牟尼建立佛教的基础和必要条件,也是后来信仰佛教的主体民族。     

景颇族初中生的民族社会化觉察及其特征

民族社会化觉察是指少数民族孩子对父母向他们传递的有关民族特征信息的认知。采用问卷调查、情境实验和故事补全任务考察景颇族初中生对母亲传递的民族社会化信息的觉察及特征。结果表明：(1)景颇族初中生觉察到的民族社会化信息包含促进和睦、文化社会化、促使不信任和偏见准备; (2)景颇族初中生对不同信息的觉察存在差异, 对促进和睦的觉察显著多于文化社会化和偏见准备, 对促使不信任的觉察最少; (3)在冲突情境中, 有无偏见线索影响被试对偏见准备的觉察; (4)被试的民族社会化觉察存在性别差异, 女生更多地觉察到促进和睦, 男生更多地觉察到促使不信任。整个研究表明, 青少年的民族社会化觉察存在着文化差异, 与美国少数族裔青少年觉察到母亲偏重于传递文化社会化、偏见准备不同, 景颇族初中生觉察到母亲偏重于传递促进和睦。     

文化同化与冲突下的民族认同与民族偏见

分别从文化、文化同化、文化冲突、民族认同及民族偏见的内涵出发,介绍了民族认同与民族偏见的研究现状;提出在文化同化与文化冲突下,个体在民族认同与民族偏见中所表现出来的四种不同的综合民族态度并对这四种态度进行了详细介绍。最后,对我国研究民族认同与民族偏见及其二者之间的关系进行了总结与展望。     

认同理论视角下新员工组织社会化的定义及结构维度

组织社会化研究一直以来被批评缺少理论基础, 导致对组织社会化的本质和结构维度缺乏足够认识, 从而影响到在实证中如何测量员工组织社会化的程度。角色认同理论和社会认同理论可以为该研究提供理论基础。在对概念重新进行理论界定的基础上, 揭示了组织社会化本质是新员工角色及社会认同发展的过程。相应地, 组织社会化程度是一个两维度结构。未来研究应以此为基础进一步发展组织社会化量表和理论模型, 并依据认同理论改进实证研究方法。     

近代以来基督教中国化与中缅跨境民族认同结构的变迁

在中缅跨境民族地区,国家力量由弱到强建构的国家认同、基督教信教群体中波动发展的宗教认同、对民族文化的体认所体现的民族认同以及三者之间的互动关系,共同构成和塑造了区域内的社会认同结构。近代以来基督教信教群体内这一认同结构的发展、演化,正是基督教在该地区中国化进程的历史写照。三者之间互动关系的发展,最终形成了国家认同为里层、民族认同为中层、宗教认同为表层的"三层椭圆结构"。改革开放以来各级政府正确贯彻执行党和国家的民族、宗教政策以及促进边疆民族地区和谐发展的一系列政策措施,是引导边疆民族地区基督教坚持中国化方向的重要条件。     

北美历史的七种叙述:思考加拿大、魁北克和美国的民族

北美的民族史是持续变动的概念框架与大量历史事实不断互动的产物.最早产生的是浪漫主义的民族史,强调事件、伟人和戏剧性；其后的物质主义观点突出经济发展和物质进步；而稍后兴起的职业历史学家把土地、空间等因素同民族历史联系在一起.新世界的观点把新大陆的特殊性视为民族性,把民族历史置于超越民族的框架下.二战以后,北美历史学家试图保留民族的边界,强调民族的内在联系.这种趋势在70年代被关注多样性和碎裂化的思潮取代.90年代,跨民族主义与民族叙事相互结合.北美历史的七种叙述反映并影响了公众观念,动员了民族认同,完成了建构民族、扩展理解和处理信息的使命.     

14～20岁青少年民族自尊的心理学实证研究

本研究的目的是探讨我国当代青少年民族自尊的心理维度及其年龄发展。研究采用了团体问卷调查的方法,探索性因素分析得到了民族自尊的四个维度,且说明问卷有较好的信度,验证性因素分析表明民族自尊问卷有较好的结构效度。研究得到的结论是:①民族自尊是一个四维心理结构;②初二、高二和大二的学生总体上有积极正向的民族自尊;③民族自尊总分在年级上具有"V"型发展趋势,除了在共同命运感得分上各年级呈现出直线发展趋势外,其他三个维度都呈"V"型发展趋势;④民族自尊总分没有性别差异,但女性比男性有更强烈的共同命运感。     

Correlates of African American and Latino parents' messages to children about ethnicity and race: a comparative study of racial socialization

Recently, social scientists have become increasingly interested in the nature of communications from parents to children regarding ethnicity and race. Termed racial socialization, race-related messages to children may have important consequences for children's identity development and well-being. This study examined the frequency and correlates of two dimensions of racial socialization—messages about ethnic pride, history, and heritage (Cultural Socialization) and messages about discrimination and racial bias (Preparation for Bias)—among 273 urban African American, Puerto Rican, and Dominican parents. Parents reported more frequent Cultural Socialization than Preparation for Bias. There were no significant ethnic group differences in the frequency of Cultural Socialization. However, African American parents reported more frequent Preparation for Bias than did Dominican parents who, in turn, reported more frequent messages of this sort than did Puerto Rican parents. Ethnic identity was a stronger predictor of Cultural Socialization among Puerto Rican and Dominican parents than among their African American counterparts. In contrast, perceived discrimination experiences was a stronger predictor of Preparation for Bias among African American and Dominican parents than among Puerto Rican parents. Finally, race-related phenomenon accounted for more variance in both Cultural Socialization and Preparation for Bias among parents reporting on their behaviors with children 10–17 years old as compared to parents reporting on their behaviors with children 6–9 years old.     

Racial Socialization Experiences and Symptoms of Depression among Black Youth

Ecological barriers like racism and discrimination can weigh heavily on the shifting emotions of adolescents. We investigated the relationship of racial socialization experiences to the depression symptoms of 160 Black adolescents, including lethargy, low self-esteem, cognitive difficulties, social introversion, irritability, guilt, pessimism, sad mood, instrumental helplessness, and overall depression. Cultural pride socialization was inversely related to adolescent reports of lethargy and low self-esteem while alertness to discrimination socialization was positively related to instrumental helplessness and gender differences were found. Multiple regression findings showed that racial socialization experiences add significantly more predictability of depression symptoms over and above gender, neighborhood risk and resources. Recommendations for the family, mental health professionals and for the development of culturally relevant social interventions are provided.     

Race and Women's Identity Development: Distinguishing Between Feminism and Womanism Among Black and White Women

Black and White women may experience feminist identity development differently, and the womanist (Ossana, Helms, & Leonard, 1992) and feminist (Downing & Roush, 1985) identity development models may differ in their ability to capture those experiences. Black (n = 29) and White (n = 94) female college students completed a questionnaire that included feminist identity, womanist identity, and self-esteem scales. Results provided partial support for the hypothesis that Black women would agree more strongly with the womanist model, whereas White women would agree more strongly with the feminist model. In addition, the womanist model better differentiated between stages of identity development than did the feminist model for Black women. Results also partially supported the hypothesis that race would moderate the relationships between the womanist and feminist identity models and self-esteem.     

Racial Identity, Parental Support, and Alcohol Use in a Sample of Academically At-Risk African American High School Students

This study examined racial identity and parental support as predictors of alcohol use in a sample of 488 African American adolescents. Two dimensions of racial identity were investigated: (1) racial centrality (i.e., the significance that one places on race in defining oneself) and (2) private regard (i.e., the extent to which one feels positively about Black people). In addition, perceived support from mothers and fathers was examined. Multivariate results showed that private regard and father support were associated with less self-reported alcohol use after partialling out the effects of age and gender. An interaction between the two racial identity dimensions was also found such that private regard was associated with less alcohol use for adolescents who reported that race was a more central part of their identity.     

The Influence of Cultural and Racial Identification on the Psychosocial Adjustment of Inner-City African American Children in School

The purpose of this study was to examine the relationship and combined influence of racial identity and Africentric values on African American children's psychosocial adjustment. Participants were 104 (53 males, 51 females) African American fourth-grade students attending an inner-city public school in a northeastern city. Child and teacher ratings were used to assess the relationship between racial identity, Africentric values, and several indices of child psychosocial adjustment, including child behavior control, school interest, and teacher perceptions of child strengths and problems in the classroom. Child self-esteem and the effects of gender and cohort were used as covariates in several analyses in the study. Overall, findings from the study supported the usefulness of combining racial identity and Africentric values into a single model of ethnic identification for African American children. Implications for risk prevention and enhancement of psychosocial functioning among African American children are discussed.     

Self-concept of African-American male youth: Self-esteem and ethnic identity

The role of perceived efficacy, parent support, and community involvement in the self-esteem and ethnic identity of 68 African-American male youth were investigated in this research. The results provided support for the distinctiveness of ethnic identity and self-esteem. A sense of mastery was positively associated with both self-esteem and ethnic identity. Parent support was associated with self-esteem, while community involvement and an appreciation of African-American heritage were positively related to ethnic identity. Implications for future research and the evaluation of prevention and support programs for youth are discussed.     

“I Was a Muslim,But Now I Am a Christian”: Preaching,Legitimation, and Identity Management in a Southern Evangelical Church

Established in 2005, “Life” is a suburban, nondenominational, evangelical church in Charlotte, North Carolina, with an almost entirely white membership, yet the lead pastor is an immigrant from the Middle East. As an ex‐Muslim ethnic Pakistani who was born and raised in Kuwait, Pastor Sameer Khalid does not “fit” into southern culture, and he did not convert to Christianity until he was enrolled in college in the United States. Ethnographic data from 14 months of fieldwork reveal how Pastor Sameer uses weekly sermons to negotiate racialized stigmas, emphasize his common religious identity with the congregation, and make his immigrant background a distinctive religious resource for the church. More specifically, while all pastors require legitimation of their charismatic authority, this research focuses on the dynamics of performance through preaching within the Sunday morning services of this congregation, a performance that negotiates this lead pastor's ethnic and religious identities and accentuates his strategic use of institutionalized evangelical narratives to subvert Islamophobic threats and buttress legitimation of his pastoral identity.     

Maternal Socialization Goals,Parenting Styles,and Social-Emotional Adjustment Among Chinese and European American Young Adults: Testing a Mediation Model

The authors compared the associations among perceived maternal socialization goals (self-development, filial piety, and collectivism), perceived maternal parenting styles (authoritative, authoritarian, and training), and the social-emotional adjustment (self-esteem, academic self-efficacy, and depression) between Chinese and European American young adults. The mediation processes in which socialization goals relate to young adults’ adjustment outcomes through parenting styles were examined. Results showed that European American participants perceived higher maternal self-development socialization goals, whereas Chinese participants perceived higher maternal collectivism socialization goals as well as more authoritarian parenting. Cross-cultural similarities were found in the associations between perceived maternal authoritative parenting and socioemotional adjustment (e.g., higher self-esteem and higher academic self-efficacy) across the two cultural groups. However, perceived maternal authoritarian and training parenting styles were found only to be related to Chinese participants’ adjustment (e.g., higher academic self-efficacy and lower depression). The mediation analyses showed that authoritative parenting significantly mediated the positive associations between the self-development and collectivism goal and socioemotional adjustment for both cultural groups. Additionally, training parenting significantly mediated the positive association between the filial piety goal and young adults’ academic self-efficacy for the Chinese group only. Findings of this study highlight the importance of examining parental socialization goals in cross-cultural parenting research.