The<i>Identity Project</i>intervention in Germany: Creating a climate for reflection, connection, and adolescent identity development

Juang, Linda P.; Schachner, Maja K.; Pevec, Sharleen; Moffitt, Ursula

doi:10.1002/cad.20379

Cited by 43 publications

(49 citation statements)

References 37 publications

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“…Las implicancias se relacionan con la promoción del desarrollo de la identidad en niños y adolescentes. Otros estudios han observado la relevancia de la identidad en las relaciones interpersonales, la integración social y el bienestar personal (Crocetti et al, 2017;Juang et al, 2020;Reese et al, 2017). En este sentido, a partir de los resultados del estudio, sería relevante promover el desarrollo de la identidad desde la infancia y no solo concentrar los esfuerzos en la adolescencia, favoreciendo la construcción de la identidad diferenciada e integrada y, por lo tanto, un desarrollo adaptativo en todas las edades, considerando las diferencias evolutivas encontradas en este estudio.…”

Section: Figura 1 Principales Resultados De La Identidadunclassified

Identidad personal en niños y adolescentes: estudio cualitativo

Quiroga

Capella

Sepúlveda

et al. 2021

Rev.latinoam.cienc.soc.niñez juv.

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(analítico) La construcción de identidad personal es un proceso evolutivo. Escasas investigaciones estudian este proceso en la infancia. El objetivo de esta investigación es describir la construcción de identidad personal de niños y adolescentes entre 6 y 18 años, desde un enfoque constructivista evolutivo. Se realiza un análisis temático de narrativas autobiográficas escritas por 119 niños y adolescentes. Los resultados se organizaron en torno a tres dimensiones de la identidad personal: unidad de identidad, integración de identidad, integración con otros; observándose que desde la infancia hay un reconocimiento personal, luego se integran diferentes eventos vitales significativos y en la adolescencia se complejiza su construcción, incorporando mayor reflexión y aspectos ideológicos. Se discuten implicancias para favorecer un desarrollo adaptativo de la identidad en todas las edades, validando diversidad de opciones.

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Section: Figura 1 Principales Resultados De La Identidadunclassified

Identidad personal en niños y adolescentes: estudio cualitativo

Quiroga

Capella

Sepúlveda

et al. 2021

Rev.latinoam.cienc.soc.niñez juv.

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“…In both examples a distinction is made between native German children and those from other countries or foreign children despite the fact that most of these children will be 2 nd or 3 rd generation immigrants. Others (including ourselves) have replaced ethnic-racial identity with heritage culture identity (Juang et al, 2020) or cultural origin (Schotte et al, 2018) identity or replaced "race" with "cultural background" (Civitillo et al, 2021). We have no easy answers to this problem but we do want to raise the issue whether such adaptations are problematic in their own right because existing race-related inequities are not captured when avoiding terms like race or skin colour and replacement terms like cultural background are often racialized and used to refer only to visible ethnic minority individuals (Civitillo et al, 2021).…”

Section: Challenges In Race and Ethnicity Research In Europementioning

confidence: 99%

“…This power dynamic is often reflected in psychological research where only the behaviour of ethnic minority individuals is attributed to culture (Causadias et al, 2018). Promising directions are first studies that examine ERI exploration among ethnic majority adolescents (Juang et al, 2020;Spiegler et al, in press) but we need more research examining how ethnic majority youth conceptualize their ethnic and racial identities vis-à-vis a context that delegates identity work to immigrants and their descendants under the framework of "integration" (Moffitt et al, 2020). Of course, this should not undermine empowering research on racialized groups and the pernicious consequences of discrimination but be seen as an important complementary missing puzzle to better understand and overcome racial and ethnic inequalities.…”

Section: What About White Children's Ethnic and Racial Identities?mentioning

confidence: 99%

Researching race-ethnicity in race-mute Europe

Jugert¹,

Kaiser²,

Ialuna³

et al. 2021

Preprint

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In Germany and continental Europe more broadly race and ethnicity are concepts that are not widely used and increasingly erased from legislation. Nevertheless, race and ethnicity are still used as social markers and often merely replaced with other terms (e.g., cultural background). The goal of this paper is threefold. First, we point to the danger of treating race and ethnicity as essentialist categories, which is still common in developmental science research. Second, we want to outline specific problems that occur when doing research on ethnicity and race with children and adolescents in the European race-mute context. Third, we suggest that future research ought to focus more on constructions of Whiteness and reproduction of power differences among ethnic majority populations. In doing so, we draw on examples from our own research on ethnic-racial identity and ethnic-racial socialization.

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“…The purpose of our paper here is first to explicitly describe the sociohistorical context of Germany to better understand ERI in a very different context where ethnicity and race are not widely acknowledged or discussed. Then, we discuss how we have adapted the Identity Project, an 8-week schoolbased ERI exploration intervention developed in the U.S. (Umaña-Taylor & Douglass, 2016), to be relevant for German adolescents (Juang et al, 2020). We do not present empirical data.…”

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confidence: 99%

Understanding Ethnic-Racial Identity in a Context Where “Race” Is Taboo

et al. 2021

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Ethnic-racial identity (ERI) is an important aspect of youth development and has been wellstudied for the last several decades. One issue less discussed is how the construct of ERI translates across different countries and cultures. The purpose of our paper is to describe the sociohistorical context of Germany and implications for the study of ethnic-racial identity in Europe. We discuss the German adaption of the Identity Project, an 8-week school-based ethnic-racial identity exploration intervention developed in the United States. We use this as a concrete example of how we thought through the focal construct of ERI to figure out how and whether it is a salient social identity category for youth in Germany where, in response to the history of racially motivated genocide, discussions of "race" are taboo. Digging into the ways ERI may not be directly transferable to different contexts can help us understand its nature as a socially constructed identity with real-life implications. Our hope with this paper is to further discussion, question our conceptualizations, and acknowledge how a detailed understanding of sociohistorical contexts is needed for the study of ERI.

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TheIdentity Projectintervention in Germany: Creating a climate for reflection, connection, and adolescent identity development

Abstract: The data cannot be shared publicly as we do not have permission from the Berlin Senate Committee for Education, Youth, and Science.

Cited by 43 publications

References 37 publications

Identidad personal en niños y adolescentes: estudio cualitativo

Identidad personal en niños y adolescentes: estudio cualitativo

Researching race-ethnicity in race-mute Europe

Understanding Ethnic-Racial Identity in a Context Where “Race” Is Taboo

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