Ethnic identity development among Afrikaans adolescents living as a minority in the middle Eastern context

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.