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Final Copy 2020 06 23 Cavd This electronic thesis or dissertation has been downloaded from Explore Bristol Research, http://research-information.bristol.ac.uk Author: Cavdar, Duygu Title: Growing up Between Cultures Ethnic Identity Development and Mental Health amongst British-born Children of Immigrants from Turkey General rights Access to the thesis is subject to the Creative Commons Attribution - NonCommercial-No Derivatives 4.0 International Public License. A copy of this may be found at https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode This license sets out your rights and the restrictions that apply to your access to the thesis so it is important you read this before proceeding. Take down policy Some pages of this thesis may have been removed for copyright restrictions prior to having it been deposited in Explore Bristol Research. However, if you have discovered material within the thesis that you consider to be unlawful e.g. breaches of copyright (either yours or that of a third party) or any other law, including but not limited to those relating to patent, trademark, confidentiality, data protection, obscenity, defamation, libel, then please contact [email protected] and include the following information in your message: •Your contact details •Bibliographic details for the item, including a URL •An outline nature of the complaint Your claim will be investigated and, where appropriate, the item in question will be removed from public view as soon as possible. Growing up Between Cultures: Ethnic Identity Development and Mental Health amongst British-born Children of Immigrants from Turkey Duygu Cavdar A dissertation submitted to the University of Bristol in accordance with the requirements for award of the degree of Doctor of Philosophy (PhD) in the Faculty of Social Science and Law, School of Education, January 2020 Word Count: 70,970 i Abstract Identity formation during adolescence plays an essential role in seeking an answer to the question of “who am I”. This fundamental period of self-understanding is particularly challenging for ethnic minority youth from immigrant families as they negotiate between two divergent cultural worlds: their heritage culture and their society of settlement. Alongside this negotiation, second-generation immigrant youth can experience ethnic discrimination and additional challenges related to their acculturation. These experiences can be associated with a wide range of negative and positive mental health outcomes. In the UK context, researchers have examined distinct ethnic identities and acculturation processes, however, they have largely neglected the sizeable Turkish community. This is an important omission because Turkish minorities are one of the vulnerable ethnic groups who have possible cultural difficulties, social disadvantages and mental health problems in the UK. The present study addresses this lacuna in the literature by examining second-generation Turkish young people’s ethnic identity formation and mental health in England. The theoretical backbone of this research draws upon Umaña-Taylor et al.’s (2004, 2014) ethnic identity development model and Berry’s (1997, 2001, 2005) model of acculturation to examine ethnic identity formation and acculturation. Adopting a mixed-methods design, this thesis investigates the complex relationships between ethnic identity formation and mental health (using indicators of life satisfaction, self-esteem, depression and psychological well-being) among second-generation Turkish young people by considering their acculturation experiences and perceived ethnic discrimination in the context of England. To achieve this aim, self-report surveys (N=220) and semi-structured interviews (N=20) were conducted amongst 16-18-year olds. Structural equation modelling was used to analyse the quantitative data and thematic analysis was utilised to analyse the qualitative data. Survey results show that greater ethnic identification (having a meaningful and positive ethnic identity which is actively explored) is associated with positive mental health, and lower levels of assimilation and perceived ethnic discrimination partially mediating this relationship. However, these associations can be complexified when young people’s multiple social identities and acculturation experiences are considered. Qualitative results suggest that the complexity of social identities can be beneficial for ethnic identity development and acculturation processes when young people sense the multiplicity and complexity of these identities. Contextual (e.g. positive social relationships-particularly with parents, community support, diversity) and individual (e.g. blending different cultures, use of multiple languages and social identities, diversity awareness) factors are fundamental in making sense of multiple identities, developing a positive meaningful ethnic identity and different variants of integration. These findings have important implications for theory, research, policy and practice in second-generation youth growing up between cultures. 2 Acknowledgements I would first like to express my sincere gratitude to my supervisors, Jo Rose and Shelley McKeown Jones, for their time, feedback and suggestions. It was a great pleasure for me to work with them. Besides my supervisors, I want to thank Clifford Stevenson and Frances Giampapa, members of my examination panel, made my virtual viva experience incredibly beneficial and enjoyable. Special thanks to my friends and colleagues in Bristol, Paola Ramirez, Merve Demiralp, Jeongeun (Janey) Park, Yeliz Vural, Jill Court, Pooneh Roney, Dianæ Barbara, Eilincita Sepulveda, Claire Lee, Dulce Rodriguez, Jahari Jainal, Gozde Burger, Busra Akgun-Ezin, and Erman Kar for their friendship, support and encouragement through my difficult times in my PhD. My sincere thanks also go to my participants who participate in this study and share their experiences. Many thanks also to teachers, Turkish-speaking community and my friends in London, Ahu Sukur, Diren Yilmaz, Bensu Boy, and Sahika Erkonan, for their support and assistance during my fieldwork. In addition, I would like to thank Harvey Goldstein and my friend Ahmet Altinok for their assistance during my data analysis, Mark Biram for proofreading my dissertation. Deep thanks to Figen Cok for inspiring me to be interested in adolescence and identity research. I want to thank my family members too, my parents, my sister, my partner, and my nephew Deniz. Special thanks to my partner Ugur Yagan, for supporting me throughout writing this dissertation and rescuing me from my “PhD blues”, and my dear cat Mishou, for reducing my stress level during my viva preparation in the time of Corona. This work would not have been possible without the support I have received from those amazing people. I would also like to thank the University of Bristol School of Education and Alumni Foundation, which financially supported my fieldwork and presentations at conferences. Lastly, I want to acknowledge the Republic of Turkey Ministry of National Education for their scholarship which allowed me to pursue this PhD degree. 3 Authors’ Declaration I declare that the work in this dissertation was carried out in accordance with the requirements of the University's Regulations and Code of Practice for Research Degree Programmes and that it has not been submitted for any other academic award. Except where indicated by specific reference in the text, the work is the candidate's own work. Work done in collaboration with, or with the assistance of, others, is indicated as such. Any views expressed in the dissertation are those of the author. SIGNED: ……………………. DATE: ……………………. 4 Content Abstract ..................................................................................................................................... 2 Acknowledgements ................................................................................................................... 3 Authors’ Declaration ................................................................................................................ 4 CHAPTER 1 ........................................................................................................................... 11 INTRODUCTION, RATIONALE AND RESEARCH CONTEXT .................................... 11 1.1 Ethnic Identity: An Important Matter for Young Minorities ............................................. 13 1.2 Mental Health and Ethnic Identity ..................................................................................... 16 1.3 Research Context: Turkish Immigrants and Their Children in the UK ............................. 18 CHAPTER 2 ........................................................................................................................... 22 THEORETICAL PERSPECTIVES AND LITERATURE REVIEW .................................. 22 2.1 Identity Formation and Ethnic Identity .............................................................................. 22 2.2 Theories of Identity Development ...................................................................................... 23 2.3 Social Identity Theory ........................................................................................................ 26 2.4 Theories of Ethnic Identity Formation ............................................................................... 27 2.5 Mental Health and Ethnic Identity Formation .................................................................... 33 2.6 Multiple Social Identities and Acculturation
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