Measurement Model for Students’ Ethnic Identity, National Identity, and Perception of Social Mobility in China: Exploratory and Confirmatory Factor Analyses

Xia Li,Zhenjie Yuan

doi:10.1177/2158244019844093

Xia Li, Zhenjie Yuan

Open Access

https://doi.org/10.1177/2158244019844093

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Abstract

The purpose of this study was to evaluate the reliability and construct validity of the Ethnic Identity, National Identity, and Perception of Social Mobility Scale in China. The data for this study...

Highlights

Theories on Ethnic Identity, National Identity, and the Perception of Social Mobility in Educational ContextThe management of the relations between ethnic identity and national identity has long been important, and one of the most challenging government practices in multi-ethnic societies: from multiculturalism and indigenous rights movements in North America, post-Soviet ethnonationalism in Central and Eastern Europe, to indigenista movements in Latin America, and to the ethnic tensions between majority Han and other ethnic minority groups (i.e., Uyghur, Tibetan, Mongolian, etc.) in China (Eriksen, 2001)
The exploratory factor analyses regarding ethnic identity, national identity, and perception of social mobility were made by an extraction method of calculating the Kaiser– Meyer–Olkin (KMO) index and Bartlett’s test of sphericity
The result of this initial analysis suggested that two factors explain 33.58% and 27.72%, respectively, of the total variance; by national identity, the results suggested that three factors explain 40.56%, 14.86%, and 13.82%, respectively, of the total variance; by perception of social mobility, the results analysis suggested that three factors explain 25.61%, 24.25%, and 17.00%, respectively, of the total variance

Summary

Introduction

Theories on Ethnic Identity, National Identity, and the Perception of Social Mobility in Educational ContextThe management of the relations between ethnic identity and national identity has long been important, and one of the most challenging government practices in multi-ethnic societies: from multiculturalism and indigenous rights movements in North America, post-Soviet ethnonationalism in Central and Eastern Europe, to indigenista movements in Latin America, and to the ethnic tensions between majority Han and other ethnic minority groups (shaoshu minzu, 少数民族) (i.e., Uyghur, Tibetan, Mongolian, etc.) in China (Eriksen, 2001). Theories on Ethnic Identity, National Identity, and the Perception of Social Mobility in Educational Context. Ethnic identity and national identity are focal points for thinking about the ways in which people might engage with the government in pursuit of their upward social mobility and group interests and for producing a critical approach to understanding the asymmetric power relationship and inequality between the dominant and the dominated, and the majority and the minority, within a multi-ethnic state (Verkuyten, 2018). Among various axes of social categories, the relationship between ethnic identity and national identity is important because of its implications for the perception and consequences of social mobility among adolescents within an educational context (Fordham & Ogbu, 1986; Ogbu & Simons, 1998)

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