Ethnic identity is central to many contemporary discussions of belonging and assimilation of migrant-origin youth. Studies typically focus on a single minority identity. Identity theory implies, however, that individuals may hold multiple ethnic identities, or none, and these may find expression to a greater or less extent depending on context. Using a nationally representative, longitudinal study of Dutch teenagers, we investigate the role of classroom ethnic composition in shaping multiple ethnic identity expression. Framing identity choices as a relational process, we show that the number of ethnic identities that children with a migrant-origin background choose is greater for those students who are exposed to a more ethnically diverse context, while less diverse classrooms foster ethnic identification with no or fewer minority groups. Classification of migrant-origin students with a single (minority) ethnicity may thus be an oversimplification of ethnic identity, even for those from a single country of origin.
Publicatietype
Artikel
Betrokken opleiding
Leraar Basisonderwijs
Gepubliceerd in
Ethnic and Racial Studies
Jaargang
44
Nummer
16
Pagina (Start)
106
Pagina (Einde)
125
Trefwoord
Multiple identity
Ethnic diversity
Classroom composition
Migrant-origin background
ethnic identity
adolescents