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14-09-2017 | Empirical Research

Is Integration Always most Adaptive? The Role of Cultural Identity in Academic Achievement and in Psychological Adaptation of Immigrant Students in Germany

Auteurs: Kristin Schotte, Petra Stanat, Aileen Edele

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 1/2018

Abstract

Immigrant adaptation research views identification with the mainstream context as particularly beneficial for sociocultural adaptation, including academic achievement, and identification with the ethnic context as particularly beneficial for psychological adaptation. A strong identification with both contexts is considered most beneficial for both outcomes (integration hypothesis). However, it is unclear whether the integration hypothesis applies in assimilative contexts, across different outcomes, and across different immigrant groups. This study investigates the association of cultural identity with several indicators of academic achievement and psychological adaptation in immigrant adolescents (N = 3894, 51% female, M _age= 16.24, SD _age = 0.71) in Germany. Analyses support the integration hypothesis for aspects of psychological adaptation but not for academic achievement. Moreover, for some outcomes, findings vary across immigrant groups from Turkey (n = 809), the former Soviet Union (n = 712), and heterogeneous other countries (n = 2373). The results indicate that the adaptive potential of identity integration is limited in assimilative contexts, such as Germany, and that it may vary across different outcomes and groups. As each identification is positively associated with at least one outcome, however, both identification dimensions seem to be important for the adaptation of immigrant adolescents.

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In line with previous studies (e.g., Stanat and Christensen 2006; Walsh et al. 2016), the term “immigrant students” as it is used here refers to children and adolescents who were not born in the assessment country (first generation) and to children and adolescents who were born in the assessment country but have at least one parent who was born abroad (second generation).

In line with other authors (e.g., Horenczyk 2010; Schwartz et al. 2006), we use “cultural identity” as an umbrella term that includes both, identification with members of the mainstream context and identification with members of the ethnic context. In the literature, the term “ethnic identity” is also common, yet it sometimes refers to both contexts and sometimes specifically to the ethnic context. The notion of “cultural identity” avoids this potential confusion.

doi:10.5157/NEPS:SC4:4.0.0. From 2008 to 2013, NEPS data were collected as part of the Framework Programme for the Promotion of Empirical Educational Research funded by the German Federal Ministry of Education and Research (BMBF). As of 2014, the NEPS survey is carried out by the Leibniz Institute for Educational Trajectories (LIfBi) at the University of Bamberg in cooperation with a nationwide network of researchers.

Before answering the questions on the identification with the ethnic context, immigrant students were asked to fill in the country their family originated from. Afterwards, the instruction reads as follows: “In the following questions, we will call the culture of the country you just wrote down ‘culture of origin’. For example: “If you or your parents were born in Russia, we will call the Russian culture your ‘culture of origin’ in the following questions.”

In 14 of the federal states this occurs after 4th grade, in two states after 6th grade.

For the sake of brevity, we refer to the subsample of Turkish immigrant students as “Turkish group”, to the subsample of immigrant students from the former Soviet Union as “group from the former Soviet Union” and to the subsample of the heterogeneous group as “Heterogeneous Other group.”

We further checked the robustness of our results for the integration hypothesis with the commonly used approach of conducting a median split on the mainstream identification and the ethnic identification scales, distinguishing four patterns of identification (e.g., Baysu et al. 2011; Edele et al. 2013; Ward and Rana-Deuba 1999): strong identification level with both the mainstream context and the ethnic context (identity integration), strong identification level with the mainstream context, strong identification level with the ethnic context, low identification level with both the mainstream context and the ethnic context. Results further support the findings from the analyses using continuous variables: For academic achievement, no adaptive advantage for identity integration emerged compared to only a strong identification with the mainstream context. For life satisfaction and self-esteem, however, the relationship with identity integration was more positive than with any of the other identity patterns. Thus, these analyses also support the integration hypothesis for psychological adaptation.

We used the conservative approach of Bonferroni adjustment in calculating the p values to account for multiple comparisons. To further check the robustness of the findings, we also performed an analysis with an overall model including two-way interactions between each cultural identity dimension and the immigrant groups and three-way interactions between mainstream identification, ethnic identification, and the immigrant groups. These findings largely resemble the results of the multigroup analyses, showing significant differences between the Turkish group and the group from the Former Soviet Union in the association of mainstream identification and mathematics grades and between the group from the Former Soviet Union and the Heterogeneous Other group in the association of ethnic identification and life satisfaction.

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Titel: Is Integration Always most Adaptive? The Role of Cultural Identity in Academic Achievement and in Psychological Adaptation of Immigrant Students in Germany
Auteurs: Kristin Schotte
Petra Stanat
Aileen Edele
Publicatiedatum: 14-09-2017
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 1/2018
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-017-0737-x

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