The process of identity formation for youth growing up in multicultural familial contexts Hadia Alsaieq, B.A. A thesis in The individualized program A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts, Individualized program Concordia University Montreal, Quebec November, 2017 ©Copyright Hadia Alsaieq, 2017 CONCORDIA UNIVERSITY School of Graduate Studies This is to certify that the thesis prepared By: Hadia Alsaieq Entitled: The process of identity formation for youth growing up in multicultural familial contexts and submitted in partial fulfillment of the requirements for the degree of Master of Arts complies with the regulations of this University and meets the accepted standards with respect to originality and quality. Signed by the final examining committee: _________________________________Chair Dr. Andrew Ryder _________________________________Examiner Dr. Warren Linds _________________________________Examiner Dr. Holly Recchia _________________________________Thesis Supervisor Dr. Natasha Blanchet-Cohen Approved________________________________________________________________ Graduate Program Director _______________ 20___ ______________________________ Dr. Paula Wood-Adams Dean of Graduate Studies MULTICULTURAL IDENTITY iii Abstract The process of identity formation for youth growing up in multicultural familial contexts Hadia Alsaieq The present research examines the process of identity formation for young people who grew up in multicultural contexts. While identity development has been studied by many researchers, there is little research examining how young people who are simultaneously growing up in multiple cultures experience the process of identity formation. In the present research, ten young people (20-24 years old) who have parents from two different cultures that are different than the Euro-Canadian culture, and at least one parent is considered part of visible minority, were interviewed. Two of the participants took part in a focus group to enrich and validate the findings. The overarching category that emerged was processing being different. The first aspect of processing being different was exploring one’s belonging and one’s personal choices. The other aspect was managing relationships with family members and friends; and managing conflicts that arise in these relationships. While exploring different possibilities in how to belong to different cultural contexts and what choices to make, young people find themselves always trying to balance relationships and conflicts with significant people in their lives. The process of identity formation for multicultural youth is complex and dynamic. It requires them to exercise agency in exploring and making decisions. An appropriate support system that allows young people to express themselves and feel heard may facilitate the process of navigating between different cultural contexts and building resilience. Key words: identity, multicultural youth, process, cultural context, agency. MULTICULTURAL IDENTITY iv Acknowledgment My Master’s journey started when I was admitted to the youth work graduate diploma at Concordia University. Since then, I knew that I wanted to learn the practical aspect of working with young people, but I was also interested in research. My research methods class with Dr. Natasha Blanchet-Cohen was the source of my inspiration and guidance in shaping and refining my area of interest. The professors, staff, and colleagues in the department of Applied Human Sciences have been a great source of support and encouragement throughout the graduate diploma and afterwards. I will never forget their continuous support and care. I am fortunate to have supervisory committee members who provided me with continuous feedback, encouraged me to think critically, allowed me the time I need to work on my ideas, and believed in my ability to complete my research. Dr. Natasha Blanchet-Cohen, Dr. Warren Linds, and Dr. Holly Recchia: I learned a lot from you and I am very grateful for all the support that I received. I am grateful for the individualized program at Concordia University since it allowed me to continue my journey that I started at the youth work program. Thank you Darlene Dubiel for your dedication to the INDI students and for being always available. My parents –Neima and Mohammed- and my siblings: thank you for believing in me and encouraging me to follow my goals. Thank you for babysitting my children, for feeding us from time to time, and for always caring. Wassim, I cannot express my gratitude for the unconditional support for me and for our children throughout my academic career. I know it was not possible for me to complete it without your help. Maria and Ibrahim, my beautiful multi-cultural children, I hope you find this research inspiring one day. I love you. I would like to thank all the professionals, youth workers, and researchers who I have met during my academic and professional career for being a source of inspiration. Finally, the multi-cultural young people who I met as a practitioner, and those who I interviewed for this research: I am grateful for your openness, interest, and patience in answering my questions; and for making this research possible. MULTICULTURAL IDENTITY v Table of contents Chapter One: Introduction .............................................................................................. 1 Introduction of Thesis ..................................................................................................... 1 The Use of Terms ............................................................................................................ 3 Standpoint of the Researcher........................................................................................... 5 Chapter Two: Literature Review .................................................................................... 7 Identity Research ............................................................................................................. 7 Culture and Cultural identity ......................................................................................... 11 Multicultural Youth: The Challenge of Developing an Identity ................................... 15 The Present Study.......................................................................................................... 20 Chapter Three: Methodology and Methods ................................................................. 23 Methodology ................................................................................................................. 23 The use of grounded theory with multicultural participants ...................................... 26 Methods ......................................................................................................................... 27 Participants .................................................................................................................... 30 Data Analysis ................................................................................................................ 32 Ethical Considerations................................................................................................... 33 Chapter Four: Research Findings ................................................................................. 36 Being Different .............................................................................................................. 36 Exploring ....................................................................................................................... 42 Exploring belonging .................................................................................................. 42 Exploring choices ...................................................................................................... 48 Managing ....................................................................................................................... 53 Managing relationships.............................................................................................. 53 Managing conflicts .................................................................................................... 59 Being Understood .......................................................................................................... 63 Emerging Theory........................................................................................................... 65 Facilitators and Barriers ................................................................................................ 67 Living in cultural contexts with similar/different values. .......................................... 67 Being un/informed. .................................................................................................... 68 Corresponding (or non-corresponding) physical appearance and cultural context ... 70 Experiencing stereotypes or discrimination .............................................................. 71 MULTICULTURAL IDENTITY vi Being in-between ....................................................................................................... 71 Chapter Five: Discussion ................................................................................................ 74 Summary of the Study ................................................................................................... 74 Discussion of Findings .................................................................................................