Universität zu Köln

Lee, Susan (2020). Does identity matter for adaptation? The influence of acculturation identity on the well-being and delinquency of adolescent students in Europe. J. Youth Stud., 23 (6). S. 797 - 818. ABINGDON: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. ISSN 1469-9680

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Abstract

This study examines the implications of identity for the adaptation of immigrant children in the European context. Using the migrant sample from the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU), this study examines how identity is related to the outcomes of well-being and delinquency of high school students. Results from multilevel models lend partial support to the theorized role of acculturation identity. Integrated students had higher well-being compared with assimilated students, challenging the notion that sole national affiliation is the most advantageous strategy for adaptation and thereby supporting a selective acculturation perspective. In addition, separate analyses of European and non-European immigrant students produced divergent results. While the ethnic identity of students with non-European backgrounds was negatively associated with delinquent behavior, separated students of European background reported higher delinquency compared with their assimilated counterparts, suggesting that acculturated identity works in different ways between immigrant groups and that the protective effect of ethnic identity against delinquency is only present for migrants students of non-European backgrounds.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Lee, Susan UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-135317
DOI:	10.1080/13676261.2019.1636950
Journal or Publication Title:	J. Youth Stud.
Volume:	23
Number:	6
Page Range:	S. 797 - 818
Date:	2020
Publisher:	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Place of Publication:	ABINGDON
ISSN:	1469-9680
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language ETHNIC-IDENTITY; NATIONAL IDENTIFICATION; SEGMENTED ASSIMILATION; AMERICAN STUDENTS; RACIAL IDENTITY; DUAL IDENTITY; SELF-ESTEEM; SCHOOL; IMMIGRANTS; 2ND-GENERATION Multiple languages Social Sciences, Interdisciplinary Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/13531