The study reported in this article is part of a wider research project on the adaptation of South Asians in Britain. It examines and compares the acculturation attitudes and cultural identity of Indian and Pakistani second‐generation adolescents Indian (Punjabi Sikh and Gujarati Hindu) and Pakistani (Muslim) in Britain. The research project integrates a social psychological approach to ethnic identity, Berry’s (Cross‐cultural Perspectives. Nebraska Symposium on Motivation, 1990) acculturation strategy and stress models, and Phinney’s (Journal of Early Adolescence, 9, 1989:34) model of ethnic identification. There were 240 adolescents, aged 13–18 years, with an even split between the genders. Results from this study suggested that the majority of Indian youth adopted integration strategies as opposed to Pakistani Muslims who adopted a separation strategy. Cultural identity is a term used to include both ethnic and national identities. Ethnic identity scores were high for Indian and Pakistani adolescents. National identity was more important for Indian adolescents but ethnic identity was more important than national identity for all groups. Perceived discrimination was related to acculturation strategies.
Summary: In this article, the first steps towards the development of a conceptual framework for social work practice with black children and adolescents in the UK are proposed. Social work in the UK and USA has turned to the social sciences, particularly psychology, for accounts of child development which can be applied in practice. In support of the development of a conceptual framework, this article argues that traditional Euro-American developmental psychology assumes cultural universality, which has often resulted in the use of Euro-American developmental norms as the standard of measurement for black child development. There is a need for a conceptual framework that incorporates cross-cultural and black perspectives for social work practice with black children and adolescents in the UK. Specifically, the concepts of individualism-collectivism and racial identity development are discussed. Findings: An understanding of cross-cultural and black perspectives will enable social workers to come up with more accurate and comprehensive explanations of black child development. Applications: This article aims to contribute to the development of antiracist and culturally-sensitive social work practice with black children and adolescents. If social workers are to work effectively with black children, much more must be written, researched and published on black child development.
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