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Cited by 17Social and Intergroup PsychologyChina's Ethnic Minorities and RelationsRacial and Ethnic Identity Research

Ethnic identity, Chinese National Identity, and intergroup attitudes of adolescents from an ethnic autonomous region in China

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Guan, Tao, Luo, Ning, Wang, Lei·2022·Identity
DOI 10.1080/15283488.2021.1919114
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Abstract

We compared the differences and explored the associations between ethnic identity and Chinese national identity, and the intergroup attitudes of adolescents from the Yi, Han, and Mongolian ethnicities in a Yi ethnic autonomous region in China. The participants (N = 1830, 50% female) were middle school students (n = 910, Mage = 13.51) and high school students (n = 920, Mage = 17.71). We found (a) significant ethnic differences between the high school students in the subscales of behavior, self-identification, and achievement; (b) that the three ethnic groups exhibited nonsignificant differences in their perceptions of Chinese national identity; (c) a positive association between ethnic identity and Chinese national identity for the adolescents across ethnicities; (d) a positive association between ethnic identity and intergroup attitudes for the Yi adolescents only; and (e) that Chinese national identity was positively associated with intergroup attitudes for the Yi and Han adolescents and for the Mongolian middle school students, but not for the Mongolian high school students. This suggests that age and context play central roles in shaping the ethnic and national identities of adolescents in such regions, and those who grow up in an inclusive environment are more likely to develop positive intergroup attitudes.

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  • In an educational system that prioritizes standardized courses such as language arts and mathematics, traditional music teaching is marginalized.

    “In an educational system that prioritizes standardized courses such as language arts and mathematics [2], the fundamental problem is the marginalization of traditional music teaching [3].”

    From Attitudes and Behaviors toward traditional music among Chinese students: the role of individual, family, and school factors (2026) · cites this paper as [3]

    The citation [3] is attached to the claim that traditional music teaching is marginalized, not to the preceding statement about language arts and mathematics. The Method section mentions music classes and an unrelated music experiment, while the Introduction discusses ethnic culture in school curricula; neither addresses whether traditional music teaching is marginalized. Searches for traditional music teaching and music courses found no supporting passage. (LLM, conf=0.76)

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Cited by

Sorted by citations

Authors
Guan, T., Luo, N., & Wang, L.
Affiliations
  • Guangzhou University (CN)
  • Education University of Hong Kong (HK)
Corresponding author
Luo, Ning
ORCID
Venue
Identity
Publisher
Informa UK Limited
Published
2021-07-05
Volume
22
Issue
2
Pages
135-149
ISSN
  • 1528-3488 (ISSN-L)
  • 1532-706X
DOI
10.1080/15283488.2021.1919114
OpenAlex
W3194997257
Cited by
17
References
1
Citations by year
2026: 2 · 2025: 3 · 2024: 6 · 2023: 2 · 2022: 3 · 2021: 1
FWCI
3.81
Type
journal article
Language
en
Open access
Licence
Locations
Identity (publishedVersion, cc-by-nc-nd)
Topics
  • Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
  • Social Sciences › Sociology and Political Science › China's Ethnic Minorities and Relations
  • Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
Keywords
ethnic identity, Chinese national identity, intergroup attitudes, adolescents, Yi people, Mongolian ethnic group, Han Chinese, ethnic autonomous regions, age differences, inclusive environment, ethnic identity formation

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