Abstract
Abstract It is becoming increasingly obvious that young people are facing the globalisation of personal identity. It is the result of ongoing interaction between individuals and their globalised socio-cultural environment that leads to changes in self-identification. Cultural openness and the “de-territorialisation” of identity are the key aspects of this process. The paper explores the globalisation of identities among secondary school students, using the concept of global self-identification. The analysis employs quantitative data from the Survey of Young People’s Cultural Literacy. The globalisation of identity is captured by the Global Identity Scale (Türken, Rudmin, 2013), which consists of two dimensions – “Non-nationalism” and “Cultural Openness”. The aim of the study is to examine to what extent young people in Slovakia can be characterised in terms of global self-identification and to identify what affects the propensity for global self-identification. Furthermore, it tests the relationship between global self-identification and other phenomena that are supposedly related to global identity. The results show that the global identity is present among young people in Slovakia. By applying multilevel modelling, we identified a variety of culture-related phenomena that affect cultural openness and non-nationalism, including multicultural interaction and cultural participation. In addition, the study confirms that type of school has a significant effect.
Highlights
The construction of social identity in the late-modern global world and the links between globalisation and social identity are increasingly attracting attention in the social science literature (Ariely, 2017; Arnett, 2002; Bauman, 2004; Berry, 2008; Kiliánová, 2009; Ozer, 2019; Reysen, Katzarska-Miller, 2013; Türken, Rudmin, 2013)
The analysis is based on quantitative data from the Survey of Young People’s Cultural Literacy, carried out as part of the Horizon 2020 research project Cultural Heritage and Identities of Europe’s Future (CHIEF) between October 2019 and March 2020
Regarding the broader definition of global identification, 27% of students had a combination of an above-average score on cultural openness and a low below-average score on non-nationalism
Summary
The construction of social identity in the late-modern global world and the links between globalisation and social identity are increasingly attracting attention in the social science literature (Ariely, 2017; Arnett, 2002; Bauman, 2004; Berry, 2008; Kiliánová, 2009; Ozer, 2019; Reysen, Katzarska-Miller, 2013; Türken, Rudmin, 2013). Stronger self-identification with the global community and a stronger sense of belonging represent the key manifestations of cultural globalisation They are accompanied by shifts in value orientations that subsequently affect the ways in which young people perceive the world and behave towards other individuals and social groups. To examine what affects the global identity dimensions we employ multilevel linear regression models for two outcome variables: the cultural openness scale and non-nationalism scale. The third indicator – communicating with people from different cultures – remains a significant determinant: young people who do not communicate with people from different cultures tend to have a higher score on the Non-nationalism scale than those who do Put another way, this form of multicultural interaction lowers the level of nationalism. The distribution of the residuals is not a normal distribution, violating the assumptions of the multilevel analysis
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