Ethnolinguistic Identity and Youth Activity Involvement in a Sample of Minority Canadian Francophone Youth

Abstract

We examined the concept of “ethnolinguistic identity” in a national sample of 333 minority Canadian Francophone youth. Youth were categorized into one of four ethnolinguistic categories (integration, separation, assimilation, marginalization) based on commitment/affiliation and self-identification with Francophone and Anglophone cultures. Differences among categories were observed for activity-related identity performance, psychological engagement, and perceived impact of involvement. Youth in the separation category were most likely to use French in their activities and participate in a Francophone-sponsored activity. Integration and separation categories were characterized by the highest levels of psychological engagement in, and perceived impact on, personal well-being. Youth in the integration category reported the most positive impact on prosocial bonding. Implications and applicability of the concept of ethnolinguistic identity are considered.