少数民族中学生的民族认同心理研究——以云南佤族为例

Ethnic Identity of Ethnic Middle School Students:A Case Study on the Wa Nationality in Yunnan

在我国西南边疆地区,跨境民族学生既是少数民族成员,又是中华民族大家庭的一员,其民族认同存在身份的双重认同,其民族认同及文化融合的状况如何将直接影响到边疆民族地区的社会稳定与和谐发展。在此以437名佤族中学生为被试,研究了佤族中学生的民族认同。研究结果表明,佤族中学生民族认同主要包括认知、情感、评价和行为等四方面,并在不同程度上受到性别、年级、社会文化环境及语言的影响。此外,佤族中学生的本民族认同和中华民族认同之间呈高度的正相关,两者之间也存在着显著差异,不存在双重身份认同理论负相关现象。

In the southwest border areas in China, many cross-border ethnic students are not only the members of ethnic groups, but also the members of the Chinese nation, so they have double ethnic identity and their ethnic identity and cultural fusion will directly influence the social stability and harmonious development in the border and ethnic areas. Combining with qualitative and quantitative study, this study employed 437 Wa middle school students to examine their ethnic identity. The results showed that the Wa middle school students＇ ethnic identity mainly involved in four dimensions： cognition, evaluation, feeling, and behavior and would be influenced by gender, grade, social cultural environment and language. At the same time, my own ethnic identity and Chinese nation identity had high and positive correlation.