TY  - JOUR
PY  - 2011//
TI  - Dual identity as a two-edged sword: identity threat and minority school performance
JO  - Social psychology quarterly
A1  - Baysu, Gülseli
A1  - Phalet, Karen
A1  - Brown, Rupert
SP  - 121
EP  - 143
VL  - 74
IS  - 2
N2  - Some members of ethnic minority groups respond to identity threat in ways that are detrimental to their school career, while others persist despite an unwelcoming school environment. It was hypothesized that ethnic and national identities, as combined in "separated," "assimilated," or "dual identity" strategies, moderate consequences of identity threat for minority school performance and that the adaptive value of different identity strategies depends on the intergroup context. Random samples of Turkish Belgian young adults (N = 576) were interviewed about their school performance (i.e., high, middle, or low success) and past experiences of discrimination in school as an indicator of identity threat. <br><br>RESULTS revealed that Turkish Belgians with "separated" or "assimilated" identity strategies were less likely than "dual" identifiers to disengage from school when perceived threat was high. Conversely, dual identifiers were most successful when perceived threat was low. Implications of the up- and downsides of dual identity for minority school performance are discussed.<p /> <p>Language: en</p>
LA  - en
SN  - 0190-2725
UR  - http://dx.doi.org/10.1177/0190272511407619
ID  - ref1
ER  -