Bicultural identity and integration-type acculturation attitudes are most conducive to minority students' school success, with weak or inconsistent associations for ethnic identification alone¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Comparative research yields weak or inconsistent associations of ethnic identification with school adjustment but robust positive associations of national identification with school success. → Phalet 2004 q2 i? Combined positive attitudes toward ethnic and host cultures contributed most to educational progress among minority youth in the Netherlands. → Phalet 2004 (2)

Evidence¶

Phalet 2004¶

Phalet, K., Andriessen, I., & Lens, W. (2004). How Future Goals Enhance Motivation and Learning in Multicultural Classrooms. Educational Psychology Review, Vol. 16, No. 1. https://hdl.handle.net/1874/23520

q2 · i? · review · r3

The review reports, citing Phinney et al. (2001), comparative research across several host societies. The authors conclude that a bicultural identity combining ethnic and national attachments is most conducive to school success.

"Looking across various immigrant communities and host societies (including the United States, the Nether- lands, Finland, and Israel), comparative research by Phinney et al., (2001) yields weak or inconsistent associations of minority students' school adjust- ment with ethnic identification, along with much more robust positive associ- ations of school success with national identification (with the host country)."

Phalet 2004 (2)¶

Phalet, K., Andriessen, I., & Lens, W. (2004). How Future Goals Enhance Motivation and Learning in Multicultural Classrooms. Educational Psychology Review, Vol. 16, No. 1. https://hdl.handle.net/1874/23520

q2 · i? · review · r3

The review reports, citing Phalet and Andriessen (in press), a study of ethnic minority youth in the Netherlands; the impact of acculturation attitudes on school results remained significant after controlling for family background and ethnic composition of schools.

"Phalet and Andriessen (in press) found that combined positive atti- tudes toward ethnic and host cultures in the school context contributed most to educational progress, in line with a most adaptive "integration" type of acculturation (Berry, 2002)."

Discussion¶

Learner Variables¶

• Identity — predictor: learners who differ on it differ in outcomes

Related Claims¶

• School ethnic composition moderates change in ERI affirmation during adolescence — related
• Ethnic identity associations with functioning are robust across child gender and ethnic group, and ethnic identity scores are uncorrelated with IQ — related
• Ethnic identity tends to follow an increasing trajectory across the middle-school years among ethnic minority youth — related
• The immigrant optimism hypothesis holds in some cultural contexts but not in others, depending on cultural congruence, cooperative learning, and family educational investment
• Most young Latino children show emerging ethnic identity, with self-identification most prevalent (75%) and knowledge least prevalent (about 20%) — related
• Ethnic constancy and knowledge are associated with better adaptive behavior at home, with no moderation by gender or ethnicity — reports the opposite