Negotiating Changing Identities: Exploring Ethnic Identity in Children of Migrant and Refugee Backgrounds

Abstract

Ethnic identity is recognised as an individual’s identification with an ethnic group. Maintaining one’s ethnic identity can mediate challenging experiences associated with settlement, such as education, discrimination, and psychological well-being. Ethnic identity studies have focused on second generation adolescent and adult’s exploration and commitment to their ethnic group. Few studies have explored children of migrant and refugee backgrounds’ conceptualisation of ethnic identity. This study investigated the saliency of ethnic identity in children aged 5 – 12 years and whether children’s conceptualisation indicated exploration and commitment to their ethnic group as well. Using inductive thematic analysis, secondary interview extracts of 36 children from 15 countries were analysed. Participants were recently settled migrant and refugee background children, enrolled in Intensive English Language Programs across three metropolitan schools in South Australia. Six positive markers of place were identified as: identifying with a country of origin; locating family to country; here and there: co-ethnic friends; sugary memories of food; drawing upon heritage knowledge; and the physical profiles of place. Findings indicate children’s ethnic identity is both salient and reflective of elements of exploration and commitment. Findings also tentatively suggest the incorporation of these salient markers of place into programs aimed at developing children’s ethnic identity.