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The role of ethnic identity in school engagement: perceptions of immigrant Tibetan adolescents in select US public schools

机译：族裔认同在学校参与中的作用：对美国部分公立学校中藏族移民青少年的看法

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摘要

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.View full textDownload full textKeywordsethnic identity, school engagement, academic achievement, school-community partnership, immigrant students, Tibetan-Americans, DiasporaRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/14675986.2012.699376
机译：该研究的目的是确定在美国中西部两个州的公立学校就读的藏族青少年的种族认同形成水平及其对学校参与的感知作用。这些学生从尼泊尔，不丹和印度的文化封装学校到多元文化背景的旅程，是藏族流散者最迷人的方面之一。受试者包括16名女孩，25名男孩和2名不明性别的人。问卷调查收集有关学校参与的信息时，采用多组民族认同测度来确定藏族学生的民族认同形成水平。该样本的总体种族身份测度较高，平均值为3.58，而认知和情感方面的较高，分别为3.56和3.74。女孩平均表现出对民族认同的情感承诺，平均得分为3.92，而男孩得分为3.62。该结果明显证实了其他学者的发现和结论。学校和社区伙伴关系促进了青少年健康的族裔身份发展，因此鼓励他们更多地参与有意义的学校活动。查看全文下载全文关键词种族认同，学校敬业度，学业成就，学校与社区的伙伴关系，移民学生，藏族美国人，DiasporaRelated var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，services_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布日期：“ ra-4dff56cd6bb1830b”}；添加到候选列表链接永久链接http://dx.doi.org/10.1080/14675986.2012.699376

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