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。

Perceived ethnic socialization ofJingpo junior high school students

Ethnic socialization is key element of a minority family’s education in a multinational state, and it has an important influence on the ethnic attitude development of adolescents. Perceived ethnic socialization refers to the minority child’s understanding of information, and consists of cultural socialization, preparation for bias, promotion of mistrust, etc. Essentially, this is what their parents transmit to them regardingethnicity. Research in this field is based on the work of American psychologists, and the methods focus primarily on cross-sectional self-reporting. Few researchers have examined the ethnic socialization of ethnic Chinese minorities through empirical study.
In study 1, 464 students from the Jingpo minority community in Yunnan Province completed a questionnaire that illuminated a perceived ethnic socialization scale (Chinese revision). Another 159 junior high school students took part in an open-ended questions survey to collect conflicting stories and biases. Study 2 was a situation-experiment designed to simulate conflict contexts with bias or non-bias between Jingpo students and Dai students, and explored ethnic socialization message-transmission after experiencing contextual simulation for 335 Jingpo junior high school students. Experiment 3 examined ethnic socialization messages by using story completion tasks, and was completed by 119 Jingpo junior high school students.
Results indicated that Jingpo junior high students perceived four types of ethnic socialization messages: cultural socialization, promotion of mistrust, preparation for bias and the promotion of harmony (which is significantly different). As a percentage, “promotion of harmony” was reported as significantly higher than “cultural socialization” and “preparation for bias”; the least reported was “promotion of mistrust”. There was a significant difference evident between simulating contexts with bias versus non-biased clues in preparation for bias. Genders also tested differently: girls reported more information about “promotion of harmony”, and boys “preparation of bias”. The neighborhood’s ethnic composition seemed to show no significant difference.
Cultural differences exist in adolescent ethnic socialization and, in contrast to American’s ethnic minority youths perception that their mothers lay particular stress on the “transmission of cultural socialization and preparation for bias”, Jingpo junior high school students perceive their mothers as putting particular stress on the “promotion of harmony”.