Ethnic Identity Development Research Articles

“The Most Exotic was the Owner of the Pizzeria” - Exploring the Relationship between Subjective Diversity and Ethnic Identity

ABSTRACT The aim of the present study was to examine how Swedish youth a) experience diversity and b) link those diversity experiences to their identities. Using a mixed-method approach, we coded written narratives for type of diversity experience, meaning-making, and analyzed qualitative differences due to the proximity of the setting and self-defined in- and outgroups. Out of 197 participants (age 15–29), 63 (31.5%) wrote about diversity in their narratives, and of those, 55 (87%) derived meaning about themselves or others. Qualitative differences were found between participants who self-identified with a majority, minority, or mixed ethnic identities. Youth who identified with a majority identity generally experienced being in the majority in the macro-setting while a lack of diversity in their micro-settings, and mainly derived meanings related to the ethnic identities of others. Youth who identified with minority or mixed ethnic identities, experienced being the minority in both micro- and macro-settings, and mainly derived meanings related to their own ethnic identity, such as enhanced identities or issues of belongingness. Results suggest that experiences of diversity trigger ethnic identity development, however, in a segregated society with unequal opportunities and power relations, those experiences and how they inform ethnic identity significantly vary significantly due to background.

Ethnic identity, stress, and personal recovery outcomes among young adults with serious mental health conditions.

Serious mental illnesses (SMI) often occur during early adulthood, just as young people are developing important aspects of their identity that can affect their recovery. Positive ethnic identity development is associated with stress coping and psychological well-being in young people. But, there is limited research to indicate how individual experiences of belonging and attachment to one's ethnic group influence personal recovery processes among young adults living with SMI. Young adults living with SMI (95% identified as ethnic/racial minorities) were recruited from four outpatient psychiatric rehabilitation programs (N = 83). Multivariate regressions were used to examine relationships between predictors (demographics, psychiatric symptomatology, ethnic identity) and the dependent variables (perceived stress and personal recovery). A stronger, more developed ethnic identity and fewer depressive symptoms were associated with higher ratings of personal recovery. Increases in psychiatric symptoms predicted increased perceived stress. Post hoc analyses showed that Black, Latino/a, and multiracial study participants' ethnic identity ratings were similar to those of same ethnic/racial group of young adults without SMI. Ethnic identity development could be a significant psychosocial factor shaping mental health recovery among minority young people living with SMI. Several factors associated with psychological well-being among ethnic and racial minority youth may account for this, including adaptive coping, social support, and a buffering effect against racism. Our findings indicate that assessing and developing a young person's ethnic identity-related strengths and resources as a means for improving the personalization of recovery services and enhancing the quality of care. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Ethnic Identity Development, Post-Traumatic Stress Symptoms, and Relationships with Primary Caregivers: A Two-Wave Longitudinal Study among Yi Ethnic Minority Youths in Rural China School Settings

Background. This study examined the effects of post-traumatic stress symptoms and child–primary caregiver relationships on the ethnic identity of Yi ethnic minority adolescents (n = 550; aged 13–18) in rural China over one school year. The moderating effect of caregivers’ relationships over time and ethnic identity, and post-traumatic stress and ethnic identity, were investigated. Methods. Participants completed two waves of the survey. Longitudinal multilevel modeling was used. Results. (1) Ethnic identity exploration increased over time, while ethnic identity commitment remained stable. (2) Post-traumatic stress symptoms led to high levels of ethnic identity exploration and commitment. (3) Participants with distinct caregivers’ relationship patterns, i.e., secured, optimal, deprived, and disengaged, differed in their ethnic identity exploration scores, but not in ethnic identity commitment. (4) While the secured group scored highest in their ethnic identity development over time, youths who felt disengaged with their caregivers showed the fastest rate of positive change in their ethnic identity exploration. (5) Having a secured caregivers’ relationship weakened the effect of post-traumatic stress on ethnic identity exploration. Conclusion. Practical implications for the meaning of ethnic identity exploration, the promoting effect of caregivers’ relationships, and the negative impact of post-traumatic stress among ethnic minority youths were discussed. Future research directions were also proposed.

Ethnic identity, perceived classmate support and general self-efficacy in ethnic minority adolescents in rural Chinese school settings

This study examines the associations among ethnic identity, perceived classmate support, and general self-efficacy in a group of hard-to-reach Yi ethnic minority adolescents. The sample comprises youths who have suffered from poverty and parental loss (n = 450, age 14–17, male = 23.3%) in Liangshan, rural China. Using Phinney's ethnic identity development theory, we take Yi adolescents as a case to conceptualize ethnic identity exploration and commitment as cultural assets that link the association between perceived classroom support and general self-efficacy. We used the structural equation modelling (SEM) technique to test our hypotheses. Age, gender, parental loss, and posttraumatic stress (PTSD) risk were included as covariates. Our findings show that: (1) Perceived classmate support was positively associated with general self-efficacy, but the effect was attenuated when ethnic identity exploration and commitment were included in the model; (2) Perceived classmate support was positively associated with ethnic identity exploration and commitment; (3) Ethnic identity exploration was positively related to general self-efficacy while classmate support was not, when accounting for the shared relationships among all three variables; (4) No associations were found between ethnic identity commitment and general self-efficacy; (5) The covariate of PTSD risk was positively associated with ethnic identity exploration and commitment. Our findings suggest a possible mediating role of ethnic identity exploration between perceived classmate support and general self-efficacy, indicating an avenue for future research. These results shift current narratives; from seeing ethnic minorities as vulnerable populations towards advocating for classmate support and ethnic identity as assets for positive development. The theoretical contributions of this study are also discussed.

The relationship between the characteristics of Ethnic Identity and Psychosemantic Characteristics of Experiencing (‘Perezhivanie’) Interethnic Relations of Palestinian Muslims in the multinational Levant Region

This paper presents the results of analyzing the psychological patterns of the development of ethnic identity and interethnic relations in the multinational Levant Region, where interethnic confrontation between Palestinians and Israelis has been noted in recent years. The main aim of the research is to reveal the relationship between the characteristics of Ethnic Identity and the Experience (“perezhivanie”) of Interethnic Relations of Palestinian Muslims in the multicultural Levant Region. In the process of investigating into ethnic self-awareness the authors used the Leary Test, the Semantic Diff erential of “Perezhivanie” ‘Experiencing’ Questionnaire by L.R. Fakhrutdinova aimed at studying the psychosemantic characteristics of the “perezhivanie” ‘experiencing’. The research has displayed that Ethnic Identity is a self-developing phenomenon, basically infl uenced by both the infrastructural relations and positions of ethnic self-awareness, and the processes associated with the relations of ethnic self-awareness with the external environment, with other ethnic groups. The most active points of development have been identifi ed. So, in intrastructural relations, they are active as ratios of I-real and I-mirror with a stronger position of I-ideal, since practically all dimensions of I-real and I-ideal (dominance, egoism, suspicion, etc.) have shown signifi cant diff erences that testify to the points and directions of development of ethnic self-awareness; positions in the relationship between the real self and the mirror self also exerted an active infl uence. The points of confl ict of the structures of ethnic self-consciousness were found, where, when the points of development coincided, the direction of development was diff erent. Thus, suspicion, obedience, dependence, friendliness, integrative indicators of dominance and friendliness have shown themselves to be confl ict points refl ecting confl ict zones between the infl uence of an external ethnic group (mirror self) and self-development processes manifested through the ideal self. In the situation of relations with the external environment, the most active was shown by the self-mirror, which infl uences the development of the subjectivity of the ethnic group through the components of the experience of the Palestinian-Israeli crisis. The infl uence of the real self on the characteristics of the “perezhivanie” ‘experiencing’ of the PalestinianIsraeli crisis was also manifested, and therefore, through the components of the “perezhivanie” ‘experiencing’ of this impression on the development of the self-awareness of the ethnic group.

British identity in late antiquity and the early Middle Ages: some aspects of continuity and change

This article contributes to a recent debate concerning the development of a British ethnic identity in late antiquity, during which period the Britons’ Roman identity was gradually forgotten as they came to be seen as one of the barbarian peoples of western Europe. It will argue that this reconceptualization was the result of a shift in perception regarding the place of gentes in the church during late antiquity and that, despite this, there was a considerable degree of continuity in certain key aspects of British identity between late antiquity and the early Middle Ages.

К ВОПРОСУ О ФОРМИРОВАНИИ ЭТНИЧЕСКОЙ ИДЕНТИЧНОСТИ

The increase of ethnic activities in a contemporary world is connected with the phenomenon of ethnic identity. This article is dedicated to the topical theme of the development of ethnic identity. The purpose of this work is the analysis of the stages of the formation of ethnic identity. Ethnic identity is regarded as a part of social identity as well as a process of awareness of the belonging to a particular ethnic group. This article examines domestic and foreign classifications of the formation of ethnic identity. In the current work cross-cultural studies connected to the differences in ethnic belonging at different age periods are examined. The present paper addresses ethnic perceptions, ethnodifferentiating traits as well as the main socialization agents that influence the development of ethnic identity in each individual age period. The methodological difficulties that researchers face in studying the formation of ethnic identity are indicated. The results of the study of the formation of ethnic identity on the example of the biographical method “Ethnic autobiography” are considered. Four stages of ethnic identity formation are highlighted: preschool age, primary school age, adolescence, youth age. In preschool age ethnic perceptions are characterized by instability and socialization agents such as family and preschool institutions play a significant role. In the primary school age school and peers play an important role in the development of ethnic identity. This period is characterized by the diffusiveness of ideas about one's own ethnic identity. In adolescence affective component of identity prevails over the other components. This stage is characterized by a deeper understanding of one’s ethnicity, the commonality of historical fate and religion. Awareness of ethnic identity based on ethnodifferentiating traits occurs in adolescence and considered as most stable compared to previous age periods. This age is characterized by the most complete system of self-awareness as a member of the ethnic community. The process of ethnic identity formation does not end in youth due to the fact that questions about ethnicity can be raised at other stages of a person's life path.

ВЗАИМОСВЯЗЬ ТОЛЕРАНТНОСТИ И ЭТНИЧЕСКОЙ ИДЕНТИЧНОСТИ АРМЯНСКОЙ МОЛОДЕЖИ В УСЛОВИЯХ РАЗЛИЧНОЙ СОЦИОКУЛЬТУРНОЙ СРЕДЫ

The article looks into two multifaceted phenomena – tolerance and ethnic identity – and identifies different approaches to their study. The author claims that the level of tolerance largely reflects the moral development of an individual, their civility, as well as many of their personal qualities. Ultimately, tolerance plays a crucial role in a person’s attitude towards other people and the world at large. The author believes that the development of ethnic identity is associated with being aware of one’s belonging to a particular ethnic group and is an integral part of self-identification. The author points out that identity is a complex phenomenon that involves different levels of consciousness, individual and collective, ontogenetic and socio-genetic essential factors and knowledge about oneself; it can also be a feeling. Drawing on such understanding of tolerance and ethnic identity, the author aims to identify the relationship between tolerance and ethnic identity among Armenian youth in different socio-cultural environments. In doing so, the author suggests a working hypothesis according to which, firstly, there is a correlation between tolerance and different types of ethnic identity and, secondly, the tolerance of representatives of mono-ethnic and polyethnic environments is different. The hypothesis is tested through empirical research, which partly confirms the initial assumptions that representatives of a polyethnic environment are somewhat more tolerant than representatives of a mono-ethnic environment, as well as the existence of a correlation between ethnic tolerance and such types of ethnic hyperidentity as ethno-egoism, ethnic indifference and ethnophanatism. However, the study shows that the correlation between ethnic tolerance and positive ethnic identity is very weak.

К ВОПРОСУ ОСОБЕННОСТЕЙ ЭТНИЧЕСКОЙ ИДЕНТИЧНОСТИ НАСЕЛЕНИЯ САМАРЫ И САМАРСКОЙ ОБЛАСТИ И ПЕДАГОГИЧЕСКИХ УСЛОВИЙ ЕЕ ФОРМИРОВАНИЯ

The scientific article systematizes the ideas about the process of the formation of ethnic identity of the population in Samara and Samara region. For this purpose, the concept of “ethnic identity” was analyzed, materials were compared and conclusions of published researches on the problem of the formation and development of ethnic identity of Samara and Samara region population, including cultural-historical, external-attribute, confessional and linguistic aspects were critically analyzed. The author’s definition of ethnic identity as a dynamic and multidimensional formation, which characterizes the feeling (implicit component) and awareness (explicit component) of a person as a member of a particular ethnic group/community, formed in the framework of the socio-psychological approach, was taken as a theoretical basis of the study. Conclusions about the specificity of the process of the formation of ethnic identity in the population of Samara and Samara region are made. It has been established that Samara region and the city of Samara represent a kind of “ideal” region to study the process of harmonious and tolerant formation of ethnic identity in a multi-ethnic external environment: with high ethnic diversity (“local” consider themselves 11 ethnicities at once) in a relatively small territory (0.31 % of the country) a high level of true tolerance as the ability and willingness to accept others in all their diversity is observed. It is determined that an important contribution to the development of ethnic identity is made by pedagogical activities in the region. The results obtained are of high significance as they allow to form a holistic view of the process and the result of the formation of ethnic identity of the population of Samara and Samara region taking into account the specifics of the region and ethnic groups and communities living on its territory, as well as the pedagogical conditions for the formation of ethnic identity created in the region. The prospects for further research into the socio-psychological determinants of the formation of ethnic identity of the population of the Middle Volga region are also outlined.

THE “FEEDBACK EFFECT” IN MODERN DOGON CULTURE (MALI)

The ‘Feedback effect’ is a phenomenon of a ‘feedback’, repeatedly described for discussing the oral tradition: Back in 1982, German ethnologist David Henige noted that researchers of African traditional cultures more and more often encounter the practice when they are recounted the results of the field materials of their predecessors. In all such cases, informants reproduce the works of anthropologists, but the authenticity of recorded traditions in general is beyond doubt. That is not the case with Dogon. The example of this people shows that the phenomenon of ‘feedback’ can not only complicate the work of anthropologists, but also contribute to the growth of ethnic and national identity. Myths borrowed from anthropological literature began to penetrate rural folklore with the development of tourism in the 1990s– 2000s. But the purposeful imposition of a united mythology ‘according to Griaule’ began to play a very important role in the development of ethnic and national identity. The most important role belongs here to the festivals of Ogobagnia. Thus, using the example of the Dogon, one can see a kind of a ‘secondary’ mythology version based on the phenomenon of feedback. The imposition of this ideology is still opposed by local traditions and local folklore, which are very different from the “Dogon mirage” introduced by intellectuals, as well as local customs and rituals, sometimes having little in common with each other; so far, the linguistic and cultural diversity of the ethno-social organism of the Dogon has resisted the pressure of these myths, but perhaps the day is not far off when not only in the Sangha, but also in Semari and Tintan, visitors will be told about Nommo and Sirius names which do not exist (sigu tolo or pô tolo), and the mythology of the Dogon will really turn into a harmonious, but artificial system.

Ethnic and national identity development processes: The role of cultural behaviors and gender.

Objective: This study examined the interrelations between Chinese and Canadian identity development during adolescence over an 18-month period using an individual-in-context perspective. We simultaneously considered the roles of youths' cultural behavior practices and their gender for predicting identity processes. We also examined whether practicing heritage cultural behaviors interferes with or is unrelated to national identity development and vice versa. Method: Adolescents with Chinese backgrounds (N = 152, 52% female; Mage = 14.95 years at Wave 1; SD = 1.70) were recruited from either a large metropolitan or midsized city in Canada. All parents were foreign-born, as were 80.2% of the adolescents. Results: Confirmatory factor analyses suggested that males and females reported a mostly stable sense of cultural identity and similar patterns of interrelation among identity belonging and exploration. There were two exceptions: Males did not report stability in Chinese identity belonging, and higher Canadian identity predicted increases in Chinese identity for males but decreases in Chinese identity for females. For both genders, more engagement in cultural behaviors predicted identity development within each cultural dimension and there were no associations across cultures. Conclusion: The data suggest that identity development in adolescence is fairly stable for Chinese Canadians. The evidence of gender differences in the interrelations of identity components underscores the value of considering multiple social identities. Finally, the finding that cultural behaviors support identity development within a culture and does not interfere with between-culture identity development suggests that providing opportunities to engage in heritage and national cultural behaviors can foster bicultural identity development. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Latinx Emerging Adults’ Religious Identity, Ethnic Identity, and Psychological Well-Being

The current study examined associations among religious and ethnic identity exploration and commitment, and psychological well-being (PWB) among 683 Latinx emerging adults. A subset of data collected in the Multi-Site University Study of Identity and Culture was analyzed, focusing on three measures: (a) Multigroup Ethnic Identity Measure (MEIM), (b) Religious Identity Measure (adapted from MEIM), and (c) Scales of Psychological Well-Being–Short Form. Correlations indicated that PWB was positively related to religious and ethnic identity commitment, not exploration. Regression analyses indicated that commitment to religious or ethnic identity were positively associated with PWB, while exploration of religious or ethnic identity were not associated with PWB. In addition, religious identity exploration moderated the relation between ethnic identity exploration and commitment and PWB. These findings have implications for efforts to support the development of ethnic and religious identity among Latinx emerging adults.

Ethnic Identity Discourse in Intercultural Education

Teaching intercultural education and communication without personal ethnic identity development exposes students to the possibility of becoming so enamored with the cultures of others that they become disillusioned with their own ethnic heritages. Such circumstances are especially detrimental to children of color living in societies in which everything associated with White people is considered positive, good, and desirable, and much associated with people of color is interpreted to be negative, dangerous and worthy of denigration. In this article, I report and analyze the findings of primary and secondary school teachers who facilitated students’ ethnic identity development using subject matter content. With a strong sense of their ethnic identity, I argue that such students are positioned to benefit from instruction in intercultural education and communication with its requisite new cultural knowledge, feelings and behaviors. These findings reinforce both the need and efficacy of ethnic identity exploration as a necessary component of intercultural education at all levels of schooling. Ethnic identity exploration in education includes making connections with students’ families about ethnic identity, engaging students in ethnic identity dialogue, introducing students to social justice role models in their ethnic groups, and exploration of ethnic histories, traditions, and customs.

Purity, Pottery, and Judaean Ethnicity in the Hasmonean Period

Abstract Three distinct cultural phenomena emerged in the Hasmonean period (152–37 BCE): the concept of Gentile impurity, full body immersion in a ritual bath, and (relative) abstinence from the use of imported foreign pottery. This article examines the historical and archaeological evidence for these three traits: their chronology, geographical distribution, and interrelationship. All three relate to the contact between Judaeans and non-Judaeans. They symbolize social boundaries that were created to foster the ethnic identity of the Judaeans vis-à-vis local Gentiles. The creation of these ethnic boundaries was encouraged by the Hasmonean state both because they corresponded to the Hasmonean ideology and political aims, and because state formation usually contributes to the development of ethnic identity.

Hybrid Identity Development in the Biggest Cities of Lithuania: The Case of Russian Youth

This article aims to investigate the development of ethnic identity. The main focus of the study is the young generation of Russian minority living in Lithuania’s biggest cities – Vilnius, Kaunas and Klaipėda. The hypothesis of this study is based on previous research and tends to examine whether the younger generation of Russians have difficulties identifying themselves as members of a specific ethnic group and/or have hybrid ethnic identity. In order to collect the necessary data, qualitative and quantitative methods were used. The main age group of this study was youngsters aged from were 15 to 29 y.o. There were also a control group of older Russians aged from 45 to 60 y.o. The latter group was selected in order to compare the data. The study has shown that around 20 percent of all young participants have double or hybrid ethnic identity. The majority of them identified with two ethnic groups and described themselves as Russian-Lithuanians. Almost half of the young participants had certain doubts in categorizing themselves as members of a particular ethnic group. Even more, around a tenth of all the participants avoided assigning themselves to any ethnic group and defined themselves as “humans”, “Europeans” or “world citizens”. Certain differences between the three cities have been observed as well. Both older and younger Russians from Klaipėda and Vilnius have stronger bonds with their ethnic group and language comparing to Russians from Kaunas. Therefore, the processes of assimilation in this city are more prominent that hybridization. This study has revealed not only the latest tendencies of identity development within Russian minority group, but also numerous different factors that might influence these trends. Complex processes of self-identification as well as the formation of hybrid ethnic identity in young individuals might be caused by globalization, active migration of people, rapid spread of information, multilingualism.

Supplemental Material for Ethnic and National Identity Development Processes: The Role of Cultural Behaviors and Gender

Supplemental Material for Ethnic and National Identity Development Processes: The Role of Cultural Behaviors and Gender

Multicultural Competence Building Blocks: Multicultural Psychology Courses Promote Multicultural Knowledge and Ethnic Identity

Background Literature on undergraduate multicultural psychology instruction is limited. Prior research has included primarily White samples, yielded mixed results, and largely ignored assessment of learning in skills-based domains such as ethnic identity development. Objective We aimed to replicate and extend prior research by examining growth in multicultural knowledge and ethnic identity among students in multicultural psychology courses and considering possible moderators of this growth. Method Multicultural knowledge and ethnic identity were measured before and after the semester among 169 undergraduate students enrolled in multicultural psychology courses. Results Multicultural knowledge and ethnic identity significantly increased from before to after, but important moderators also emerged. Knowledge increase was greater among White students, while ethnic identity increased the most among White students with no multicultural experience in courses employing small-group, online discussions Conclusion Our findings replicate prior research by showing that multicultural courses can effectively promote multicultural knowledge and extend our understanding by demonstrating that other aspects of competence such as ethnic identity can also increase among students of these courses. Teaching Implications The benefits of multicultural psychology instruction are evident. However, variability in outcomes based on student and course characteristics suggests that instructors should consider these critical factors in course design.

ETHNIC IDENTITY AS A BASIS FOR STUDENTS’ INTERCULTURAL COMPETENCY FORMATION

The article considers the relevant and urgent issue of formation and development of ethnic identity of agricultural students as a framework for the development of intercultural competency. It is an essential and key competence in a modern world. Ethnic identity developing in childhood and youth maintains its stability lifelong and it is a key factor determining one’s emotional state. During the intercultural communication the manifestations of “our” and “other” ethnocentrism may result in aggression, frustration and depression. Ethnic and cultural identity management as a significant component of developed intercultural competency gives the opportunity to avoid undesirable negative consequences. Ethnic identity can be developed in the process of intercultural foreign languages teaching in higher education on the basis of methodological principles of the personal and activity approach, contextual education, the competency-based approach. The formation of positive ethnic and cultural identity starts with the perception of specific and particular features of native culture which is problematic as people become accustomed to accept values, customs and traditions of their own culture as something firm and permanent, as a matter of course. In this regard, the syllabus should contain ethnic and cultural knowledge and skills, the skill to see a situation from different perspectives on the base of understanding the relativity of ethnic and cultural events, the skill to govern one’s own emotional state. In this case the self-analysis, empathy and reflection become the psychological mechanism of stereotypes transformation, the realization of habitual ethnic and cultural preconceptions, and the acceptance of cultural diversity as a standard.

Bridging Cultural Identities: Examining Newcomer’s Post-Secondary School Integration Experiences Through an Arts-Based Ethnographic Approach

Many modern emerging adults undertake the task of identity development while navigating life on a post-secondary campus, where they assimilate to new social and learning environments. Emerging adult newcomers (i.e. immigrants) must navigate additional developmental challenges as they reconcile their cultural, ethnic, and personal identity development simultaneously while facing systemic barriers to post-secondary integration. We employed an arts-based engagement ethnography to investigate the post-secondary integration experiences of 10 emerging adults from a person-first perspective. Through cultural probes, individual semi-structured interviews, and focus groups, we identified four key structures to participants’ integration experience: fitting in (through assimilation and accommodation), biculturalism, managing familial expectations, and being a newcomer in the classroom. This research clarifies the key experiences shaping young newcomer identity development and highlights the profound ways in which young newcomers negotiate and reconcile their intersecting identities while integrating into new education contexts following migration.

Alice Growing Up in ‘Temporary Protection’ Land: Immigrant Students’ Identity Development as a Reflection Toward Inclusion Practices

Our aim was to understand the adaptation process, belonging to Turkish culture, ethnic identity development among Syrian students arriving in Turkey and how they develop a sense of belonging and adapt their identities to become integrated into Turkish life and education. In this study, qualitative method and phenomenological research design were preferred. The process of adaptation of immigrant students to a new culture, school and ethnic identity was investigated. Convenience sampling method was preferred, and semi-structured interview form was used as data collection tool. As a result of the content analysis, three categories and 12 concepts related to the adaptation process were revealed. Three concepts were frequently emphasized about the actions of the family in the adaptation process. Six concepts were frequently emphasized about events that led to significant experiences in the school in adaptation process. Three concepts were frequently emphasized about environments’ contributions to adaptation process. Three categories and 16 concepts related to belonging to new culture, school, and class were revealed. Six concepts were frequently emphasized whether they feel part of the new culture. Four concepts were frequently emphasized if they feel belonging to the new school. Six concepts were frequently emphasized whether they feel belonging to the new class. Three categories and 11 concepts related to ethnic identity in school were revealed. Three concepts were frequently emphasized about teachers' behavior in the classroom. Four concepts were frequently emphasized about ethnic identity grouping in activities. Four concepts were frequently emphasized about ethnic identity in games and homeworks.