Multiple Identities and Religious Transmission: A Study among Moroccan-Dutch Muslim Adolescents and Their Parents

Autor/inn/en	Verkuyten, Maykel; Thijs, Jochem; Stevens, Gonneke
Titel	Multiple Identities and Religious Transmission: A Study among Moroccan-Dutch Muslim Adolescents and Their Parents
Quelle	In: Child Development, 83 (2012) 5, S.1577-1590 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01794.x
Schlagwörter	Self Concept; Comparative Analysis; Adolescents; Ethnicity; Muslims; Nationalism; Correlation; Foreign Countries; Religion; Parent Child Relationship; Identification (Psychology); Immigrants; Morocco; Netherlands + Suchen Sie Ihr Suchwort? Selbstkonzept; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ethnizität; Muslim; Muslimin; Nationalismus; Korrelation; Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Immigrant; Immigrantin; Immigranten; Marokko; Niederlande
Abstract	This study investigates the relation between religious group identification and ethnic and national identity among Moroccan-Dutch Muslim adolescents (11-18 years) and their parents (n = 369). Compared to their parents, adolescents showed higher national identification and lower religious and ethnic group identification. However, for adolescents and their parents, there were similar positive relations between Muslim and ethnic identifications, and both identifications were negatively related to Dutch identification. For early adolescents, parent's religious group identification was strongly related to their religious identification and ethnic and national identifications. These associations were not significant for middle adolescents. It is concluded that research on children from immigrant Muslim families should not only focus on ethnicity but on religious identity in particular. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10