Journal Articles

Dual Identity as a Two-Edged Sword : Identity Threat and Minority School Performance

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Some members of ethnic minority groups respond to identity threat in ways that are detrimental to their school career, while others persist despite an unwelcoming school environment. It was hypothesized that ethnic and national identities, as combined in “separated,” “assimilated,” or “dual identity” strategies, moderate consequences of identity threat for minority school performance and that the adaptive value of different identity strategies depends on the intergroup context. Random samples of Turkish Belgian young adults (N = 576) were interviewed about their school performance (i.e., high, middle, or low success) and past experiences of discrimination in school as an indicator of identity threat. Results revealed that Turkish Belgians with “separated” or “assimilated” identity strategies were less likely than “dual” identifiers to disengage from school when perceived threat was high. Conversely, dual identifiers were most successful when perceived threat was low. Implications of the up- and downsides of dual identity for minority school performance are discussed.

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Detail Information

Series Title

Social Psychology Quarterly

Call Number

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Publisher

United States : sage publisher., 2011

Collation

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Language

English

ISBN/ISSN

01902725

Classification

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Content Type

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Media Type

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Carrier Type

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Edition

Vol. 74 no. 2, June 2011.pp. 121-143

Subject(s)

discrimination
Acculturation
Dual Identity as a Two-Edged Sword
Identity threat

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