Identity Configurations and the Role of Cultural Participation

This study aims to understand the enculturation experiences from multicultural individuals and how they negotiate their cultural identities within the self using a qualitative approach. The cognitive-developmental model of social identity integration (CDSMII; Amiot & al., 2007) was used to examine three identity configurations among second generation and “mixed” Canadians: having one predominant and exclusive identity (categorization), keeping identities separate from each other and context-bound (compartmentalization), and cohesively connecting several identities within the self (integration). Semi-structured interviews using life stories (McAdams, 1985) and open-ended questions were conducted among multicultural Canadians (N=22), where cultural participation with various cultural affiliations (heritages, mainstream and others) and types (language, school/work and traditional activities), was connected to the process of identity configurations. Integrated participants mentioned mainstream and heritage languages/activities (e.g. holidays, meals and rituals) as important factors to feel connected to their different cultures, and to strengthen the identification and integration of their cultural identities in the self. Compartmentalized participants also talked about heritage and mainstream languages/activities, but separately according to different contexts (e.g. only speaking Japanese at home). Categorized (Canadian) participants tended to distance themselves from their heritage culture even though they reported participating in heritage language, activities and school, and preferred mainstream cultural activities. In conclusion, depending on enculturation experiences, social contexts and the importance of cultural participation in their life, second generation and "mixed" Canadians may negotiate their cultural identities differently within the self.