ETHNIC IDENTITY DEVELOPMENT AMONG AFRIKAANS ADOLESCENTS LIVING AS A ...

162 Pages·2017·1.7 MB·English

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ETHNIC IDENTITY DEVELOPMENT AMONG AFRIKAANS ADOLESCENTS
LIVING AS A MINORITY IN THE MIDDLE EASTERN CONTEXT
Charnè Jansen van Vuuren

DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS
FOR THE DEGREE

MAGISTER ARTIUM
(COUNSELLING PSYCHOLOGY)
in the
FACULTY OF THE HUMANITIES
DEPARTMENT OF PSYCHOLOGY
at the
UNIVERSITY OF THE FREE STATE

Supervisor: Prof. L. Naudé

February 2017
ETHNIC IDENTITY DEVELOPMENT OF ADOLESCENTS IN THE MIDDLE EAST i

Plagiarism Declaration
I, CHARNE JANSEN VAN VUUREN, declare that the dissertation/thesis hereby submitted
by me for the Magister Artium (Counselling Psychology) degree at the University of the Free
State is my own, independent work, and that I have not previously submitted it for a
qualification at another institution of higher education.
I, CHARNE JANSEN VAN VUUREN, hereby declare that I am aware that the copyright is
vested in the University of the Free State.
I, CHARNE JANSEN VAN VUUREN, hereby declare that all royalties concerning
intellectual property that was developed during the course of and/or in connection with the
study at the University of the Free State will accrue to the University of the Free State.

Signature: ___________________________

Date: _______________________________
ETHNIC IDENTITY DEVELOPMENT OF ADOLESCENTS IN THE MIDDLE EAST ii

Declaration by Supervisor
ETHNIC IDENTITY DEVELOPMENT OF ADOLESCENTS IN THE MIDDLE EAST iii

Declaration by Language Editor
P.O. Box 955
Oudtshoorn
6620
Tel (h): [phone]
Tel (w): [phone]
Cell: 0784693727
E-mail:
ETHNIC IDENTITY DEVELOPMENT OF ADOLESCENTS IN THE MIDDLE EAST iv

Acknowledgements
I would like to extend my gratitude and acknowledgement to the following individuals.
Without your unwavering patience, support and encouragement, this dissertation would never
have reached its completion.
 To my supervisor, Prof. L. Naude, for demonstrating unfathomable patience. I cannot
thank you enough for your continuous professional guidance and support.
 To my parents, Ernest and Mariana Jansen van Vuuren, for always encouraging me to
follow my dreams.
 To my sister, Lizanne Jansen van Vuuren, for inspiring me to keep going.
 To my other half, Alexander Mudge, for believing in me when I did not believe in
myself.
 To my friends, Daniella Booysen and Siphesihle Mahlaba, for always putting a smile on
my face.

Thank you.
ETHNIC IDENTITY DEVELOPMENT OF ADOLESCENTS IN THE MIDDLE EAST v

Abstract
In this study, the ethnic identity development of Afrikaans adolescents residing in Qatar
was explored. Given the fact that the aforementioned adolescents live in a context vastly
different from that in which they were born, they may experience unique opportunities and
challenges with regard to their ethnic identity development. The aim of the study was to
investigate the unique experiences and meaning-making processes of participants.
The primary theoretical framework used to conceptualise the present study was that of
Phinney. Phinney created a three-stage model of ethnic identity development, consisting of
(a) unexamined ethnic identity, (b) ethnic identity search, and (c) achievement of ethnic
identity. She postulates that ethnic identity development is particularly salient for individuals
from minority population groups, as they are more overtly aware of how they differ from
majority population members and consequently often face discrimination and prejudice.
Phinney highlights that ethnic identity development consists of both the content of ethnic
identity and dual processes of ethnic identity exploration and commitment.
The study was governed by the social constructivist paradigm. It was approached in a
qualitative manner and followed a single-case study research design. Purposive and snowball
sampling procedures were used to recruit participants. Inclusion criteria stipulated that
participants (a) had to be between the ages of 15 and 18 years old (late adolescence), (b) had
to be Afrikaans-speaking South African citizens, and (c) had to have lived in Qatar for at
least one year preceding participation in the research study. The final sample consisted of five
participants (three males and two females). Data were collected by means of a focus group
interview and reflections written by participants. Data were analysed by means of thematic
analysis. Three broad themes emerged from the thematic analysis procedure, namely (a)
Theme 1: How do I define and develop my ethnic identity?; (b) Theme 2: Who encourages
my ethnic identity development?; and (c) Theme 3: What challenges do I face regarding my
ethnic identity development? These themes were outlined, explored and discussed in terms of
the theoretical framework of the study.
Results indicated that the participants considered their (a) ethnic language, (b)
traditional ethnic food, and (c) sport traditionally associated with their ethnic group as the key
content of their ethnic identities. Consequently, they develop their ethnic identities by
actively engaging with the aforementioned content. Additionally, participants highlighted the
ETHNIC IDENTITY DEVELOPMENT OF ADOLESCENTS IN THE MIDDLE EAST vi

social nature of their ethnic identity development, by identifying their (a) parents, (b) peers,
and (c) ethnic community members as key stakeholders encouraging their ethnic identity
exploration and commitment. Participants furthermore acknowledged several challenges
related to developing their ethnic identity. These stemmed predominantly from participants’
experiences as expatriates and third culture kids.
Key words: adolescence, identity development, ethnic identity development,
exploration, commitment, acculturation, expatriation, receiving culture, heritage culture, third
culture kids (TCKs)
ETHNIC IDENTITY DEVELOPMENT OF ADOLESCENTS IN THE MIDDLE EAST vii

Opsomming
In hierdie studie is die etniese identiteitsontwikkeling van Afrikaanse adolessente wat
in Qatar woon, verken. Gegewe die feit dat die genoemde adolessente in ’n konteks woon wat
grootliks verskil van dié waarin hulle gebore is, mag hulle unieke geleenthede en uitdagings
ten opsigte van hulle etniese identiteitsontwikkeling ervaar. Die doel van hierdie studie was
om die unieke ervarings en betekenisvormende prosesse van die deelnemers te ondersoek.
Die primêre teoretiese raamwerk wat gebruik is om die huidige studie te
konseptualiseer was dié van Phinney. Phinney het ʼn driefasemodel van etniese
identiteitsontwikkeling geskep, bestaande uit (a) etniese identiteit wat nog nie ondersoek is
nie, (b) soeke na etniese identiteit, en (c) bereiking van ʼn etniese identiteit. Sy postuleer dat
etniese identiteitsontwikkeling besonder opvallend vir minderheidsbevolkingsgroepe is,
omdat hulle meer openlik bewus is van hoe hulle van lede van die meerderheidsbevolking
verskil en gevolglik dikwels diskriminasie en vooroordeel in die gesig staar. Phinney vestig
die aandag daarop dat etniese identiteitsontwikkeling bestaan uit die inhoud van etniese
identiteit en tweeledige prosesse van etniese verkenning en verbintenis.
Die studie is gelei deur die sosiale konstruktivistiese paradigma. Dit is op ʼn
kwalitatiewe wyse benader en het ʼn enkelgevallestudie-navorsingsontwerp gevolg.
Doelbewuste en sneeubal-steekproefnemingsprosedures is gebruik om deelnemers te werf.
Insluitingskriteria het gestipuleer dat deelnemers (a) tussen die ouderdomme van 15 en 18
jaar moes wees (laat adolessensie), (2) Afrikaanssprekende Suid-Afrikaanse burgers moes
wees, en (3) voor hulle deelname aan die studie vir minstens ʼn jaar in Qatar moes gewoon
het. Die finale steekproef het uit vyf deelnemers bestaan (drie mans en twee vroue). Data is
versamel deur middel van ʼn fokusgroep-onderhoud en refleksies wat deur deelnemers
neergeskryf is. Data is deur middel van die tematiese analise ontleed. Drie breë temas het uit
die tematiese ontledingsprosedure na vore gekom, naamlik (a) Tema 1: Hoe definieer en
ontwikkel ek my etniese identiteit?; (b) Tema 2: Wie moedig my etniese
identiteitsontwikkeling aan?; en (c) Tema 3: Watter uitdagings ten opsigte van my etniese
identiteitsontwikkeling staar my in die gesig? Hierdie temas is uiteengesit, verken en
ooreenkomstig die teoretiese raamwerk van die studie bespreek.
Resultate het daarop gedui dat die deelnemers hulle (a) etniese taal, (b) tradisionele
etniese voedsel en (c) sport wat tradisioneel met hulle etniese groep geassosieer word, as die
ETHNIC IDENTITY DEVELOPMENT OF ADOLESCENTS IN THE MIDDLE EAST viii

sleutelinhoud van hulle etniese identiteite beskou het. Gevolglik ontwikkel hulle hul etniese
identiteite deur aktief by die voorgenoemde inhoud betrokke te raak. Bykomend het
deelnemers aandag gevestig op die sosiale aard van hulle etniese identiteit deur hulle (a)
ouers, (b) portuurgroep en (c) etniese gemeenskapslede te identifiseer as
sleutelbelanghebbendes wat die verkenning van en verbintenis tot hulle etniese identiteit
aanmoedig. Verder het deelnemers verskeie uitdagings verwant aan die ontwikkeling van
hulle etniese identiteit erken. Hierdie het oorwegend uit deelnemers se ervarings as migrante
en derdekultuurkinders voortgespruit.
Sleutelwoorde: adolessensie, identiteitsontwikkeling, etniese identiteitsontwikkeling,
verkenning, verbintenis, akkulturasie, uitwyking, ontvangende kultuur, erfeniskultuur,
derdekultuurkinders (DKK)
ETHNIC IDENTITY DEVELOPMENT OF ADOLESCENTS IN THE MIDDLE EAST ix

Table of Contents
Plagiarism Declaration ............................................................................................................. i
Declaration by Supervisor ....................................................................................................... ii
Declaration by Language Editor .......................................................................................... iii
Acknowledgements ................................................................................................................. iv
Abstract ..................................................................................................................................... v
Opsomming ............................................................................................................................. vii
Table of Contents .................................................................................................................... ix
List of Tables ......................................................................................................................... xiv
List of Figures ......................................................................................................................... xv
Chapter 1: Orientation to the Research Study...................................................................... 1
1.1 Research Population, Context and Rationale............................................................... 2
1.1.1 Research population. ............................................................................................ 2
1.1.2 Research context. .................................................................................................. 3
1.1.3 Research rationale and aim. .................................................................................. 4
1.2 Overview: Theoretical Framework .............................................................................. 4
1.3 Overview: Research Methodology .............................................................................. 6
1.4 Researcher Background and Position .......................................................................... 7
1.5 Delineation of Chapters ............................................................................................... 7
1.6 Chapter Summary ........................................................................................................ 9
Chapter 2: Adolescent Development and Identity Development ...................................... 10
2.1 Conceptualising Adolescence .................................................................................... 10
2.1.1 The physical and sexual domain. ........................................................................ 11
2.1.2 The cognitive and moral domain. ....................................................................... 12
2.1.3 The social and relational domain ........................................................................ 13
2.2 Identity Development ................................................................................................ 14
2.2.1 Personal identity development. ........................................................................... 15