The Role of Ethnic Identity in School Engagement: Perceptions of Immigrant Tibetan Adolescents in Select US Public Schools

Autor/in	Phuntsog, Nawang B.
Titel	The Role of Ethnic Identity in School Engagement: Perceptions of Immigrant Tibetan Adolescents in Select US Public Schools
Quelle	In: Intercultural Education, 23 (2012) 3, S.237-247 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2012.699376
Schlagwörter	Ethnicity; Public Schools; School Activities; Adolescents; Foreign Countries; Asians; Self Concept; Immigrants; Role; Student School Relationship; Cultural Pluralism; Questionnaires; Affective Behavior; Measures (Individuals); Gender Differences; Scores; Emotional Response; School Community Relationship; Student Attitudes; High School Students; Bhutan; India; Nepal; United States + Suchen Sie Ihr Suchwort? Ethnizität; Public school; Öffentliche Schule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Selbstkonzept; Immigrant; Immigrantin; Immigranten; Rollen; Schüler-Lehrer-Beziehung; Kulturpluralismus; Fragebogen; Affective disturbance; Active behaviour; Affektive Störung; Messdaten; Geschlechterkonflikt; Emotionales Verhalten; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Indien; USA
Abstract	This purpose of the study was to ascertain the level of ethnic identity formation and its perceived role on school engagement for Tibetan adolescents enrolled in public schools in two Midwestern states in the USA. The journey of these students from culturally encapsulated schools from Nepal, Bhutan, and India to multiculturally diverse settings was one of the most fascinating facets of the Tibetan Diaspora. Subjects included 16 girls, 25 boys, and 2 who did not identify their gender. The multigroup ethnic identity measure was used to determine the level of ethnic identity formation of Tibetan students while a questionnaire gathered information on school engagement. The overall ethnic identity measure for this sample was high with a mean of 3.58, while the cognitive and affective aspect of the measure was also high with a mean of 3.56 and 3.74, respectively. The girls showed more emotional commitment to ethnic identity, as their mean score was 3.92, while boys scored 3.62. The results clearly corroborated findings and conclusions drawn by other scholars. School and community partnership contributed to the healthy ethnic identity development of adolescents who were thus encouraged to be more engaged in meaningful school activities. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10