School composition and multiple ethnic identities of migrant-origin adolescents in the Netherlands. Issue 16 (31st December 2021)

• Record Type: Journal Article
• Authors: Veerman, Gert-Jan; Platt, Lucinda
• Is Part Of: Ethnic and racial studies. Volume 44:Issue 16(2021)
• Page Start: 106
• Page End: 125
• Publication Date: 2021-12-31
• Subjects: Ethnic identity -- multiple identity -- adolescents -- ethnic diversity -- classroom composition -- migrant-origin background; Race -- Periodicals; Race relations -- Periodicals; Ethnic groups -- Periodicals; 305.805
• DOI: 10.1080/01419870.2021.1887503
• Languages: English
• ISSNs: 0141-9870

Abstract

ABSTRACT: 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.