| Abstract: | Much work has focused on how stereotypes and discrimination negatively affect well-being, motivation, and performance in disadvantaged groups. Relatively little work has identified positive factors that contribute to motivation/performance. We focus on identity-affirmation as a positive force, presenting two studies on the effect of value by others for domains of importance to Muslims on young Muslim women's perspective on education/work. The results show how respecting identity domains that are central and salient for members of religious/ethnic minority groups maintains motivation in education/work, and secures majority-group identification. Rather than hampering societal integration, the results show that distinctive identities can be harnessed as positive sources. |
