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Originalia

Die Bedeutung der Identifikation mit der Herkunftskultur und mit der Aufnahmekultur Deutschland für die soziale Integration Jugendlicher mit Migrationshintergrund in ihrer Schulklasse

Published Online:July 08, 2013https://doi.org/10.1026/0049-8637/a000092

Abstract

Wir untersuchen die Bedeutung verschiedener Komponenten der Identifikation mit Herkunftskultur (IHK) und Aufnahmekultur (IAK; Deutschland) für die soziale Integration Jugendlicher mit Migrationshintergrund in ihrer Schulklasse. Das Multigroup Ethnic Identity Measure (Phinney, 1992) wurde zur Erfassung der IHK ins Deutsche übertragen und durch eine analoge Skala zur Erfassung der IAK ergänzt. Es zeigte sich eine einfaktorielle Struktur für IHK und eine dreidimensionale (affektiv, kognitiv-informationssuchend, bewertend-bilanzierend) für IAK. In Mehrebenenanalysen erwies sich die soziale Integration, gemessen über den Anteil von Freund/inn/en ohne Migrationshintergrund in der Schulklasse, mit zunehmender IHK als schwächer und mit zunehmend positivem Affekt gegenüber der Aufnahmekultur als stärker. Negative Zusammenhänge zwischen IHK und IAK sprechen für erlebten Assimilationsdruck. Die Ergebnisse ermutigen dazu, in zukünftiger Forschung mit Migrantenjugendlichen in Deutschland die Teilkomponenten von IHK und IAK differentiell zu berücksichtigen.


How identification with culture of origin and culture of residence relates to the social integration of immigrant adolescents in German classrooms

In our study we investigate how different aspects of identification with country of origin and country of residence relate to immigrant students’ social integration in German school. The Multigroup Ethnic Identity Measure (Phinney, 1992) was translated into German to assess identification with country of origin (ICO) and was complemented by an analogous scale to assess identification with the country of residence (ICR). Multilevel-analyses revealed a one-factorial structure for ICO and a three-factorial (affect, cognitive information-seeking, evaluation) structure for ICR. ICO was negatively related to social integration whereas IHC was positively related to social integration at school, measured by the share of non-immigrant friends among classmates. ICO and ICR were negatively correlated, suggesting subjective assimilation pressure. Results encourage further research of the different components of both ICO and ICR of migrant adolescents in Germany.

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