Cognitive and Affective Components of Ethnic Identity in Mapuche Youths of the Metropolitan Area of Concepción, Chile

Abstract

This article addresses the ethnic identity formation process of 15 students of Mapuche ethnicity attending 5 higher education centers in the Metropolitan area of Concepción, Chile. The subjects were 10 young women and 5 young men whose ages ranged from 18 to 24 years. This is a retrospective qualitative study with a phenomenological interpretative design and theoretical, non-probability purposive (snowball) sampling. Individual in-depth interviews were conducted and analyzed based on a 5-category thematic grid. A description is presented of the cognitive and affective components of Mapuche identity. Ethnic identity appears to be strongly linked to each individual's schooling process. Three moments of cultural awakening are observed during this process: when schooling begins in second infancy, upon entering adolescence and starting secondary school, and, finally, at the start of higher education, which coincides with the end of adolescence and the entry into young adulthood. Ethnic identity is dynamic; i.e., it is continually modified and transformed through a process of self-regulated learning that has individual and collective characteristics and which arises in response to the constant identity-related pressures experienced by young people. Repeatedly experiencing that their identity is challenged is associated with feelings of unease among young people. However, the development of an ethnic identity is also linked to feelings of well-being, joy, and pride. Both affective polarities have an impact on people's mental health.