Abstract
Although the relationship between stereotypes and acculturation preferences has been previously studied from the majority perspective among adults, the perspective of adolescents and minority groups is understudied. This research analyzed the contribution of four stereotype dimensions (i.e., morality, immorality, sociability, and competence) to the acculturation preferences of Spanish adolescents and adolescents of Moroccan-origin, the moderating role of stereotypes in intergroup acculturation discrepancies, and the interaction of stereotypes with acculturation perceptions on acculturation preferences. A sample of 488 Spanish adolescents and 360 adolescents of Moroccan-origin living in Spain, from 12 to 19 years old, reported how moral, immoral, social, and competent they perceive each other to be. Spanish adolescents reported their perception about how Moroccan youth were acculturating in terms of maintaining their original culture and adopting the host culture, and their acculturation preferences in the same dimensions. Adolescents of Moroccan-origin reported to what extent they were maintaining their original culture and adopting the host culture, their acculturation preferences, and their ethnic and national (Spanish) identity. Results showed that adolescents of Moroccan-origin reported more positive perceptions of Spanish youth than conversely. The perceived immorality of the outgroup was important for understanding the preferences for adopting the host culture of both groups, but in the opposite direction. The four stereotype dimensions modulated the majority-minority discrepancies in preferences for cultural adoption. An analysis of the interaction between stereotypes and perceived adoption on acculturation preferences showed that when Spanish adolescents perceived that Moroccan youth were not adopting the Spanish culture, perceived morality and sociability played a role in their preferences for adoption. The less moral and sociable Moroccans were perceived, the more preference for cultural adoption. These findings support the importance of considering stereotypes in acculturation studies of majority and minority groups, as well as the relevance of including these perceptions in interventions aimed at improving intercultural relations.
Highlights
The phenomenon of migration has significant consequences on human life
The main question that motivated this inquiry was to understand the specific role that distinct stereotype dimensions play in the acculturation preferences of Spanish adolescents and adolescents of Moroccan-origin living in Spain
This research analyzes the contribution of intergroup stereotypes beyond traditional variables of acculturation perceptions to predict acculturation preferences among Spanish adolescents and adolescents of Moroccan-origin living in Spain, the moderating role of stereotypes in intergroup acculturation discrepancies, as well as the interaction between stereotypes and acculturation perceptions on acculturation preferences
Summary
One of the most important forms of consequence is the continuous contact with members of other cultures, triggering noteworthy changes in both the immigrants and the host society (Redfield et al, 1936). These changes are conceptualized in the psychosocial literature as the acculturation process. The relevance of identity and identification processes takes more importance in adolescence, and even more for immigrant adolescents (Schwartz et al, 2006) They have to face the challenge of constructing or endorsing an identity that incorporates elements of both the cultural origins and the receiving cultures, in addition to the difficulties of constructing an identity that characterizes this developmental period (Schwartz et al, 2006). Mapping the relations between stereotypes toward outgroups and intergroup behavior in intercultural encounters is essential to facilitate the change of stereotypes and biased intergroup perceptions at this stage before they get firmly established in adulthood, increasing intergroup hostility (Constantin and Cuadrado, 2019)
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