What does it mean to be American? Perceptions of national identity amongst adults and children

Abstract

Across two studies we examined whether conformity (vs. not) to primordial, assimilationist, and civic constructions impacted adults’ and preschoolers’ conceptions of national identity. Adults (N = 151) and preschoolers (N = 42) in the U.S. viewed photos of White faces accompanied by descriptive information, including whether or not the individual was born in the U.S. (i.e., primordial construction), spoke English (i.e., assimilationist construction), and loved the U.S. (i.e., civic construction). Participants rated each target’s “American-ness.” Adults considered targets born in the U.S. as most American, followed by targets loving the U.S. However, interactions with assimilationist constructions qualified these effects. Speaking English bolstered the effects of being born in the U.S. or loving the U.S. Preschool aged children solely drew upon civic constructions of identity, evaluating targets loving the U.S. as more American than targets not loving the U.S. Discussion focuses on the implications of these divergent conceptualizations of national identity.