TY - JOUR
T1 - Ethnic-racial identity in Europe
T2 - Adapting the identity project intervention in five countries
AU - Juang, Linda P.
AU - Umaña-Taylor, Adriana J.
AU - Schachner, Maja K.
AU - Frisén, Ann
AU - Hwang, C. Philip
AU - Moscardino, Ughetta
AU - Motti-Stefanidi, Frosso
AU - Oppedal, Brit
AU - Pavlopoulos, Vassilis
AU - Abdullahi, Amina K.
AU - Barahona, Rebecca
AU - Berne, Sofia
AU - Ceccon, Chiara
AU - Gharaei, Nadya
AU - Moffitt, Ursula
AU - Ntalachanis, Anastasios
AU - Pevec, Sharleen
AU - Sandberg, David J.
AU - Zacharia, Angeliki
AU - Syed, Moin
N1 - Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - A global challenge for developmental psychology is to better understand how young people around the world make sense of their identities growing up in pluralistic societies. The study of ethnic-racial identity provides an important lens for this process. This paper describes how five European countries (Germany, Greece, Italy, Norway, and Sweden) adapted the Identity Project, an 8-week school-based intervention originally developed in the United States to promote adolescents’ ethnic-racial identity exploration and resolution. Across the five countries, deep structure adaptations included revised or added content regarding key terminology used, a focus on migration and foreignness rather than ‘race,’ and discussions regarding national and regional identities, in addition to ethnic-racial identities, and how they may relate to one another. The process and content of adaptation we describe addresses two fundamental issues relevant to a globalized developmental psychology: 1) contributing to theoretical advances on key aspects of development by taking sociohistorical context seriously, and 2) moving between etic and emic perspectives to arrive at psychological constructs that can be appropriately studied across diverse cultural contexts.
AB - A global challenge for developmental psychology is to better understand how young people around the world make sense of their identities growing up in pluralistic societies. The study of ethnic-racial identity provides an important lens for this process. This paper describes how five European countries (Germany, Greece, Italy, Norway, and Sweden) adapted the Identity Project, an 8-week school-based intervention originally developed in the United States to promote adolescents’ ethnic-racial identity exploration and resolution. Across the five countries, deep structure adaptations included revised or added content regarding key terminology used, a focus on migration and foreignness rather than ‘race,’ and discussions regarding national and regional identities, in addition to ethnic-racial identities, and how they may relate to one another. The process and content of adaptation we describe addresses two fundamental issues relevant to a globalized developmental psychology: 1) contributing to theoretical advances on key aspects of development by taking sociohistorical context seriously, and 2) moving between etic and emic perspectives to arrive at psychological constructs that can be appropriately studied across diverse cultural contexts.
KW - adolescence
KW - cultural adaptation
KW - Ethnic-racial identity
KW - intervention
KW - sociohistorical context
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U2 - 10.1080/17405629.2022.2131520
DO - 10.1080/17405629.2022.2131520
M3 - Article
AN - SCOPUS:85140108094
SN - 1740-5629
JO - European Journal of Developmental Psychology
JF - European Journal of Developmental Psychology
ER -