Background

While implementing integration policies is crucial for fostering social cohesion and well-being, it is equally important to understand how individuals endorse these policies and the factors that shape this form of intergroup solidarity. This is particularly relevant during adolescence, when young people face the dual challenge of developing social and political perspectives while also forming their identity in key domains such as education. Yet, are these two developmental processes distinct, or are they intertwined? This study examined whether youth intergroup solidarity, defined as positive attitudes toward migrant integration policies, differed over time according to adolescents’ educational identity statuses, namely achievement, early closure, moratorium, searching moratorium, and diffusion. It also investigated whether these patterns were replicated among both native Italian and migrant adolescents.

Method

A total of 1547 adolescents (Mage = 15.69 years, SDage = 1.22, 52.96% male, 79.94% native Italians) participated in a 3-year longitudinal study with seven assessments.

Results

Adolescents in the achievement status of their educational identity exhibited the highest level of intergroup solidarity; adolescents in the early closure, moratorium, and searching moratorium statuses reported intermediate levels; and adolescents in the diffusion status reported the lowest level of intergroup solidarity. These results were confirmed among native Italian and migrant adolescents.

Conclusion

This study highlighted that youth intergroup solidarity is associated with adolescents’ educational identity. Promoting a stable identity in this domain could foster greater support for integration policies, ultimately facilitating their implementation and enhancing their benefits for social cohesion and well-being.


Back to Spotlights

Eara