Fitxers

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2021

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Who is on our side? Complexities of national identification among native and immigrant youth in Catalonia

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https://doi.org/10.1080/13676261.2020.1784856

Resum

Youth in Catalonia are caught in the middle of a hotly contested political conflict over the region's possible independence from Spain. Focusing on a large sample of secondary school students (n = 1550; 24.6% immigrants) from 30 schools, we use multilevel modelling to investigate identification with competing national identities and their implications for xenophobia. The larger social context is reflected in native students viewing Catalan and Spanish identifications as incompatible with one another, whereas this is not the case for immigrant students, who are much more likely to identify as both Catalan and Spanish, albeit at a lower level. Investigating the perceived basis of what makes someone Catalan, native students viewed their national identity to be a matter of both ascription (e.g. birth, legal status) and practice (e.g. embracing traditions, personal feelings), whereas the identifications of both Muslim and non-Muslim immigrants were exclusively based on viewing Catalan identity as a matter of practice. Conceiving of Catalan identity as a matter of practice was also linked to lower levels of xenophobia. Our findings are consistent with the conception of Catalan national identity as cosmopolitan and welcoming to immigrants, in line with outreach of the Catalan independence movement seeking to attract support.

Matèries

Identitat nacional, Alumnes, Educació secundària, Catalunya

Matèries (anglès)

National characteristics, School children, Secondary education, Catalonia

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Articles publicats en revistes (Didàctiques Aplicades)

Citació

WILSON DAILY, Ann Elizabeth and KEMMELMEIER, Markus. Who is on our side? Complexities of national identification among native and immigrant youth in Catalonia. Journal Of Youth Studies. 2021. Vol. 24, num. 8, pags. 994-1014. ISSN 1367-6261. [consulted: 23 of May of 2026]. Available at: https://hdl.handle.net/2445/182458

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