教师的民族社会化实践与青少年民族认同的关系
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摘要
教师的民族社会化实践,是指民族聚居地学校的教师向青少年学生传递有关民族及族际交往信息的过程。采用《教师民族社会化实践问卷》《多族群民族认同问卷》(修订版),对云南省6个少数民族地州的小学高年级、初中、高中的1787名学生进行调查。结果表明:青少年报告教师向他们传递了有关民族政策、促进和睦、促进本族发展、风俗信仰、民族人物事件、传承传统文化、偏见歧视、偏见准备、关心学习、鼓励忽略、报告权威等11类信息,除了偏见歧视、偏见准备、鼓励忽略和报告权威这4类信息未对民族认同发生显著影响之外,其余7类信息均对青少年的民族认同有积极预测作用。教师的民族社会化实践对促进学生热爱社会主义祖国,接纳自我,思考民族文化的传承与发展有着积极的意义。
In this study,practice of teachers' ethnic socialization is defined as the process of teachers' transmitting information about ethnic and interethnic communication to students at schools in ethnic areas.Using Questionnaire on Teacher ' s Ethnic Socialization Practice and Ethnic Identity Questionnaire of Multi Ethnic Groups,1787 students from 6 minority prefectures of Yunnan were investigated. Results showed that teachers transmitted 11 types of information to student,including ethnic policy,promoting harmony,the development of their ethnic groups,custom and belief,ethnic characters and events,inheriting traditional culture,prejudice/discrimination,bias preparation,concerning for learning,encouraging to ignore,and reporting to authority. Besides 4 types of information( prejudice/discrimination,bias preparation,encouraging to ignore,and reporting to authority) which have significant influence on ethnic identity,other 7 types of information all play a positive predictive role in their ethnic identity.
In this study,practice of teachers' ethnic socialization is defined as the process of teachers' transmitting information about ethnic and interethnic communication to students at schools in ethnic areas.Using Questionnaire on Teacher ' s Ethnic Socialization Practice and Ethnic Identity Questionnaire of Multi Ethnic Groups,1787 students from 6 minority prefectures of Yunnan were investigated. Results showed that teachers transmitted 11 types of information to student,including ethnic policy,promoting harmony,the development of their ethnic groups,custom and belief,ethnic characters and events,inheriting traditional culture,prejudice/discrimination,bias preparation,concerning for learning,encouraging to ignore,and reporting to authority. Besides 4 types of information( prejudice/discrimination,bias preparation,encouraging to ignore,and reporting to authority) which have significant influence on ethnic identity,other 7 types of information all play a positive predictive role in their ethnic identity.
引文
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[11]教育部办公厅.国家民委办公厅:关于印发《学校民族团结教育指导纲要(试行)》的通知[EB/OL].(2008-11-26).http:/www.moe.gov.cn/srcsite/A09/S3081/200811/t20081126_77787.html.
[12]韦兰明.民族地区学校民族团结教育微课教学设计初探---以《伟大的中华民族》为例[J].民族教育研究,2017(2):57-62.
[13]PECK S C,BRODISH A B,MALANCHUK O,et al.Racial/ethnic socialization and identity development in Black families:The role of parent and youth reports[J].Developmental psychology,2014(7):1897-1909.
[14]尹可丽,张敏,张积家.民族团结教育活动对少数民族学生中华民族认同及族际交往的影响[J].民族教育研究,2016(3):57-63.
[15]尹可丽,李鹏,包广华,等.民族社会化经历对藏族青少年积极心理健康的影响-民族认同与自尊的中介作用[J].华南师范大学学报:社会科学版,2016(1):78-84.
[16]GARTNER M,KIANG L,SUPPLE A.Prospective links between ethnic socialization,ethnic and American identity,and well-being among Asian-American adolescents[J].Journal of youth&adolescence,2013(10):1715-1727.
[17]JOSEPH N,HUNTER C D.Ethnic-racial socialization messages in the identity development of second-generation Haitians[J].Journal of adolescent research,2011,(3):344-380.
[18]TRAN A G,LEE R M.Perceived ethnic-racial socialization,ethnic identity,and social competence among Asian American late adolescents[J].Cultural diversityðnic minority psychology,2010(2):169-178.
[2]HUGHES D,RODRIGUEZ J,SMITH E P,et al.Parents'ethnic-racial socialization practices:a review of research and directions for future study[J].Developmental psychology,2006(5):747-770.
[3]尹可丽,包广华,钱丽梅,等.景颇族初中生的民族社会化觉察及其特征[J].心理学报,2016(1):36-47.
[4]尹可丽,杨玉雪,张积家,等.双向偏见引发冲突情境下自我归类对民族社会化觉察的影响──来自景颇族、傣族和汉族初中生的证据[J].心理学报,2017(2):253-261.
[5]SMITH P,POLANYI M.Social norms,social behaviours and health:an empirical examination of a model of social capital[J].Australian&New Zealand journal of public health,2003(4):456-463.
[6]PALUCK E L,GREEN D P.Prejudice reduction:What works?A review and assessment of research and practice[J].Annual review of psychology,2009(1):339-367.
[7]尹可丽,尹绍清,黄希庭.民族与种族社会化的概念、预测因素及理论模型[J].心理科学进展,2010(11):1800-1807.
[8]国务院关于加快发展民族教育的决定[N].中国民族报,2015-08-18(003).
[9]尹可丽,尹绍清,龙肖毅.云南青少年民族团结心理与教育[M].北京:中国社会科学出版社.2018.
[10]PHINNEY J S,ONG A D.Conceptualization and measurement of ethnic identity:Current status and future directions[J].Journal of counseling psychology,2007(3):271-281.
[11]教育部办公厅.国家民委办公厅:关于印发《学校民族团结教育指导纲要(试行)》的通知[EB/OL].(2008-11-26).http:/www.moe.gov.cn/srcsite/A09/S3081/200811/t20081126_77787.html.
[12]韦兰明.民族地区学校民族团结教育微课教学设计初探---以《伟大的中华民族》为例[J].民族教育研究,2017(2):57-62.
[13]PECK S C,BRODISH A B,MALANCHUK O,et al.Racial/ethnic socialization and identity development in Black families:The role of parent and youth reports[J].Developmental psychology,2014(7):1897-1909.
[14]尹可丽,张敏,张积家.民族团结教育活动对少数民族学生中华民族认同及族际交往的影响[J].民族教育研究,2016(3):57-63.
[15]尹可丽,李鹏,包广华,等.民族社会化经历对藏族青少年积极心理健康的影响-民族认同与自尊的中介作用[J].华南师范大学学报:社会科学版,2016(1):78-84.
[16]GARTNER M,KIANG L,SUPPLE A.Prospective links between ethnic socialization,ethnic and American identity,and well-being among Asian-American adolescents[J].Journal of youth&adolescence,2013(10):1715-1727.
[17]JOSEPH N,HUNTER C D.Ethnic-racial socialization messages in the identity development of second-generation Haitians[J].Journal of adolescent research,2011,(3):344-380.
[18]TRAN A G,LEE R M.Perceived ethnic-racial socialization,ethnic identity,and social competence among Asian American late adolescents[J].Cultural diversityðnic minority psychology,2010(2):169-178.