An invitation to be fully known: A mixed methods grounded theory on supporting 1.5 and second generation Southeast Asian adolescents as they negotiate their ethnic identity

Abstract

Introduction: Negotiating ethnic identity for 1.5- and second-generation Southeast Asian (SEA) migrant adolescents (SEA adolescents) is challenging as they are positioned between the values and norms of their host culture (New Zealand) and culture of origin (SEA). Despite recognising unique challenges exist for this population, including the growing rates of mental health needs, little research has explored how to effectively support this population group. Therefore, this thesis aims to answer the question, “how can 1.5-and second-generation SEA migrant adolescents in New Zealand be supported as they negotiate their ethnic identity?” Methods: This study used a sequential mixed methods grounded theory approach underpinned by a pragmatist philosophy. The quantitative component utilised secondary data from a regionally representative sample of secondary school students (Youth’19 study) to determine the factors influencing ethnic identity for SEA adolescents, well-being, and access to health services. The qualitative component used semi-structured interviews with SEA adolescents (n=8) and stakeholders involved in supporting Asians or adolescents generally (n=12) to explore how these young people would like to be supported as they negotiate their ethnic identity and how stakeholders can provide this support. Both quantitative and qualitative data were used to develop theory using constructivist grounded theory analysis methods. Findings: The research resulted in a grounded theory ‘inviting SEA adolescents to be fully known.’ This theory describes the ongoing and everyday experiences of negotiating ethnic identity, including ‘feeling welcome, but also different’ and ‘being fully known.’ To support SEA adolescents as they negotiate their ethnic identity, more opportunities need to be created for them to be fully known. These opportunities can be created by validating complex experiences, cultivating connections with others and providing safe spaces. Conclusion: This theory explains the everyday experiences of 1.5-and second-generation SEA adolescents. It describes changes at the micro and macro levels needed to provide more effective support for SEA adolescents as they navigate the complexities of negotiating ethnic identity. These changes might include providing safe spaces to connect with others with similar lived experiences, cultural safety training for those working with SEA adolescents and co-designing well-being programmes with SEA adolescents.