Beyond Family Ethnic Socialization and Heritage Language Ability: The Relation between Desire to Learn Heritage Language and Ethnic Identity

Abstract

We examined the relationship between ethnic identity (EI), family ethnic socialization (FES), heritage language ability (HLA), and desire to learn a heritage language (HLD) in a sample of 91 U.S. psychology graduate students. We had four main findings. First, HLD had a significant positive relation with EI (24.9%). Second, FES had a significant positive relation with EI (33.8%). Above and beyond FES, HLD uniquely accounted for 10.9% of the variance of EI. Third, HLA had a significant positive relation with EI (12.3%). Above and beyond HLA, HLD uniquely accounted for 12.7% of the variance of EI. Accounting for the contribution of HLD decreased the beta associated with HLA; a finding that suggests HLD may mediate the relation between HLA and EI. Fourth, the combined contribution of FES and HLA accounted for approximately 36.3% of the variance of EI. HLD had a significant positive relation to ethnic identity after the other the factors in this study were considered, in combination, and uniquely explained 9.0% of the variance of EI. Our results highlight the importance of considering internal factors, such as desire to learn a heritage language, when examining ethnic identity. Implications for practice and recommendations for future research are discussed.

Desire or Routine? Evaluating Their Influence on Computer-Aided Design Learning Achievement

“…DLT is also essential in determining if a person is practical at learning (Aamer & El-Zine, 2020). Several factors can influence DLT, including personal goals or motivation, interests, the learning environment, and previous learning experiences (Lu & Tian, 2023), (Tram et al, 2023), (Ulvik et al, 2021). In the context of higher education, DLT can improve achievement and even a person's academic performance and learning (Bjerkholt et al, 2023).…”