Ethnic identity development among Afrikaans adolescents living as a minority in the middle Eastern context
| dc.contributor.advisor | Naudé, L. | |
| dc.contributor.author | Jansen van Vuuren, Charne | |
| dc.date.accessioned | 2017-08-30T08:52:03Z | |
| dc.date.available | 2017-08-30T08:52:03Z | |
| dc.date.issued | 2017-02 | |
| dc.description.abstract | English: In this study, the ethnic identity development of Afrikaans adolescents residing in Qatar was explored. Given the fact that the aforementioned adolescents live in a context vastly different from that in which they were born, they may experience unique opportunities and challenges with regard to their ethnic identity development. The aim of the study was to investigate the unique experiences and meaning-making processes of participants. The primary theoretical framework used to conceptualise the present study was that of Phinney. Phinney created a three-stage model of ethnic identity development, consisting of (a) unexamined ethnic identity, (b) ethnic identity search, and (c) achievement of ethnic identity. She postulates that ethnic identity development is particularly salient for individuals from minority population groups, as they are more overtly aware of how they differ from majority population members and consequently often face discrimination and prejudice. Phinney highlights that ethnic identity development consists of both the content of ethnic identity and dual processes of ethnic identity exploration and commitment. The study was governed by the social constructivist paradigm. It was approached in a qualitative manner and followed a single-case study research design. Purposive and snowball sampling procedures were used to recruit participants. Inclusion criteria stipulated that participants (a) had to be between the ages of 15 and 18 years old (late adolescence), (b) had to be Afrikaans-speaking South African citizens, and (c) had to have lived in Qatar for at least one year preceding participation in the research study. The final sample consisted of five participants (three males and two females). Data were collected by means of a focus group interview and reflections written by participants. Data were analysed by means of thematic analysis. Three broad themes emerged from the thematic analysis procedure, namely (a) Theme 1: How do I define and develop my ethnic identity?; (b) Theme 2: Who encourages my ethnic identity development?; and (c) Theme 3: What challenges do I face regarding my ethnic identity development? These themes were outlined, explored and discussed in terms of the theoretical framework of the study. Results indicated that the participants considered their (a) ethnic language, (b) traditional ethnic food, and (c) sport traditionally associated with their ethnic group as the key content of their ethnic identities. Consequently, they develop their ethnic identities by actively engaging with the aforementioned content. Additionally, participants highlighted the social nature of their ethnic identity development, by identifying their (a) parents, (b) peers, and (c) ethnic community members as key stakeholders encouraging their ethnic identity exploration and commitment. Participants furthermore acknowledged several challenges related to developing their ethnic identity. These stemmed predominantly from participants’ experiences as expatriates and third culture kids. | en_ZA |
| dc.description.abstract | Afrikaans: In hierdie studie is die etniese identiteitsontwikkeling van Afrikaanse adolessente wat in Qatar woon, verken. Gegewe die feit dat die genoemde adolessente in ’n konteks woon wat grootliks verskil van dié waarin hulle gebore is, mag hulle unieke geleenthede en uitdagings ten opsigte van hulle etniese identiteitsontwikkeling ervaar. Die doel van hierdie studie was om die unieke ervarings en betekenisvormende prosesse van die deelnemers te ondersoek. Die primêre teoretiese raamwerk wat gebruik is om die huidige studie te konseptualiseer was dié van Phinney. Phinney het ʼn driefasemodel van etniese identiteitsontwikkeling geskep, bestaande uit (a) etniese identiteit wat nog nie ondersoek is nie, (b) soeke na etniese identiteit, en (c) bereiking van ʼn etniese identiteit. Sy postuleer dat etniese identiteitsontwikkeling besonder opvallend vir minderheidsbevolkingsgroepe is, omdat hulle meer openlik bewus is van hoe hulle van lede van die meerderheidsbevolking verskil en gevolglik dikwels diskriminasie en vooroordeel in die gesig staar. Phinney vestig die aandag daarop dat etniese identiteitsontwikkeling bestaan uit die inhoud van etniese identiteit en tweeledige prosesse van etniese verkenning en verbintenis. Die studie is gelei deur die sosiale konstruktivistiese paradigma. Dit is op ʼn kwalitatiewe wyse benader en het ʼn enkelgevallestudie-navorsingsontwerp gevolg. Doelbewuste en sneeubal-steekproefnemingsprosedures is gebruik om deelnemers te werf. Insluitingskriteria het gestipuleer dat deelnemers (a) tussen die ouderdomme van 15 en 18 jaar moes wees (laat adolessensie), (2) Afrikaanssprekende Suid-Afrikaanse burgers moes wees, en (3) voor hulle deelname aan die studie vir minstens ʼn jaar in Qatar moes gewoon het. Die finale steekproef het uit vyf deelnemers bestaan (drie mans en twee vroue). Data is versamel deur middel van ʼn fokusgroep-onderhoud en refleksies wat deur deelnemers neergeskryf is. Data is deur middel van die tematiese analise ontleed. Drie breë temas het uit die tematiese ontledingsprosedure na vore gekom, naamlik (a) Tema 1: Hoe definieer en ontwikkel ek my etniese identiteit?; (b) Tema 2: Wie moedig my etniese identiteitsontwikkeling aan?; en (c) Tema 3: Watter uitdagings ten opsigte van my etniese identiteitsontwikkeling staar my in die gesig? Hierdie temas is uiteengesit, verken en ooreenkomstig die teoretiese raamwerk van die studie bespreek. Resultate het daarop gedui dat die deelnemers hulle (a) etniese taal, (b) tradisionele etniese voedsel en (c) sport wat tradisioneel met hulle etniese groep geassosieer word, as die sleutelinhoud van hulle etniese identiteite beskou het. Gevolglik ontwikkel hulle hul etniese identiteite deur aktief by die voorgenoemde inhoud betrokke te raak. Bykomend het deelnemers aandag gevestig op die sosiale aard van hulle etniese identiteit deur hulle (a) ouers, (b) portuurgroep en (c) etniese gemeenskapslede te identifiseer as sleutelbelanghebbendes wat die verkenning van en verbintenis tot hulle etniese identiteit aanmoedig. Verder het deelnemers verskeie uitdagings verwant aan die ontwikkeling van hulle etniese identiteit erken. Hierdie het oorwegend uit deelnemers se ervarings as migrante en derdekultuurkinders voortgespruit. | af |
| dc.identifier.uri | http://hdl.handle.net/11660/6705 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Adolescence | en_ZA |
| dc.subject | Identity development | en_ZA |
| dc.subject | Ethnic identity development | en_ZA |
| dc.subject | Exploration | en_ZA |
| dc.subject | Commitment | en_ZA |
| dc.subject | Acculturation | en_ZA |
| dc.subject | Expatriation | en_ZA |
| dc.subject | Receiving culture | en_ZA |
| dc.subject | Heritage culture | en_ZA |
| dc.subject | Third culture kids (TCKs) | en_ZA |
| dc.subject | Dissertation (M.A. (Psychology))--University of the Free State, 2017 | en_ZA |
| dc.title | Ethnic identity development among Afrikaans adolescents living as a minority in the middle Eastern context | en_ZA |
| dc.type | Dissertation | en_ZA |