TABLE 4 - uploaded by Serkan Baykusoglu
Content may be subject to copyright.
GCSE Achievements and Post-16 Destinations of Pupils from Different Ethnic Backgrounds (Data for Year 11, 2000)
Source publication
terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or...
Citations
... In particular, there are sharp contrasts between immigrant Turkish people and the native populations of Western European countries, in terms of social/cultural background (such as traditional structure of the Turkish family, different parental roles, gender roles, and family/marriage practices) and religion (Crul & Vermeulen, 2003;Guveli, Ganzeboom, Baykara-Krumme, & Sozeri, 2016;Kucukcan, 2009). Turkish people living in the UK face significant social and welfare issues such as language barriers, acculturation difficulties and discrimination, and they commonly experience mental health problems such as depression (D'Angelo et al., 2013;Enneli, Modood, & Bradley, 2005; GLA, 2009), suicide (Cetin, 2013;Eylem et al., 2016), negative identity (Jenkins & Cetin, 2017), invisibility (King, Thomson, Mai, & Keles, 2008), and underachievement at schools (Baykusoglu, 2009). The majority of Turkish parents are deeply concerned about the transmission of traditional values to the younger generation to protect their identity from "cultural contamination" in the UK (Kucukcan, 2009). ...
Identity development can be challenging for adolescents, particularly those from immigrant families who are required to make sense of their identity whilst accommodating themselves into different cultures. For second‐generation ethnic minority adolescents, these identity formation processes may range from harmony/effectiveness to conflict/stress, having consequences for acculturation and for mental health. Focusing on an underexplored area of research, the present study aimed to examine the relationships between ethnic identity, acculturation orientations, and mental health outcomes among second‐generation Turkish adolescents (16–18 years old) in England. Data were collected using a self‐report survey (N = 220) and analyzed using structural equation modelling. Results demonstrated that ethnic identity was positively associated with positive mental health and that each ethnic identity component (exploration, resolution, affirmation) was differently associated with life satisfaction, self‐esteem, psychological well‐being, and depression. Ethnic identity was also positively related to separation and negatively to marginalization whilst no relationships were observed between integration, separation or marginalization, and mental health. Mediation analysis determined that ethnic identity was negatively associated with assimilation and in turn, more positive mental health. Findings demonstrate the complexity of understanding the nature and effects of ethnic identity for second‐generation adolescents and have important implications for theory and practice.
... Additionally, negative identity (Jenkins & Cetin, 2017), invisibility (Thomson, Mai & Keles, 2008), language issues and underachievement at schools (Baykusoglu, 2009), acculturation difficulties (Cilingir, 2010) and even suicide cases have occurred between them (Cetin, 2013;Eylem et al., 2016). ...
Identity formation during adolescence plays an essential role in seeking an answer to the question of “who am I”. This fundamental period of self-understanding is particularly challenging for ethnic minority youth from immigrant families as they negotiate between two divergent cultural worlds: their heritage culture and their society of settlement. Alongside this negotiation, second-generation immigrant youth can experience ethnic discrimination and additional challenges related to their acculturation. These experiences can be associated with a wide range of negative and positive mental health outcomes. In the UK context, researchers have examined distinct ethnic identities and acculturation processes, however, they have largely neglected the sizeable Turkish community. This is an important omission because Turkish minorities are one of the vulnerable ethnic groups who have possible cultural difficulties, social disadvantages and mental health problems in the UK. The present study addresses this lacuna in the literature by examining second-generation Turkish young people’s ethnic identity formation and mental health in England.
The theoretical backbone of this research draws upon Umaña-Taylor et al.’s (2004, 2014) ethnic identity development model and Berry’s (1997, 2001, 2005) model of acculturation to examine ethnic identity formation and acculturation. Adopting a mixed-methods design, this thesis investigates the complex relationships between ethnic identity formation and mental health (using indicators of life satisfaction, self-esteem, depression and psychological well-being) among second-generation Turkish young people by considering their acculturation experiences and perceived ethnic discrimination in the context of England. To achieve this aim, self-report surveys (N=220) and semi-structured interviews (N=20) were conducted amongst 16-18-year olds. Structural equation modelling was used to analyse the quantitative data and thematic analysis was utilised to analyse the qualitative data.
Survey results show that greater ethnic identification (having a meaningful and positive ethnic identity which is actively explored) is associated with positive mental health, and lower levels of assimilation and perceived ethnic discrimination partially mediating this relationship. However, these associations can be complexified when young people’s multiple social identities and acculturation experiences are considered. Qualitative results suggest that the complexity of social identities can be beneficial for ethnic identity development and acculturation processes when young people sense the multiplicity and complexity of these identities. Contextual (e.g. positive social relationships-particularly with parents, community support, diversity) and individual (e.g. blending different cultures, use of multiple languages and social identities, diversity awareness) factors are fundamental in making sense of multiple identities, developing a positive meaningful ethnic identity and different variants of integration. These findings have important implications for theory, research, policy and practice in second-generation youth growing up between cultures.
