.11-24 Years Of Age Of Young Tibetans In National Identity And Its Development

Ethnic identity is of great importance to the multi-ethnic country and the situation of the ethnic identity affects not only the individual's mental health and personality development, but also the stability of the areas and the country. Tibetan is a unique nation of 56 nations in China. In recent years, with the rapid development of the society, the Tibetan adolescents have confronted with the strong shock such as social changes, cultural adaption and so on. And this shock will inevitably bring them all kinds of inadaptation and strong distinguishing from others. Therefore, Tibetan adolescents'ethnic identity should be divided into two parts: one is the identity of their own nation; the other one is the identity of the other nations. In this research, the writer attempted to explore the ethnic identity structure of the Tibetan adolescents, understand the ethnic identity condition and development tendency of the 11-24 years old Tibetan adolescents and analyze the relationship between ethnic division and ethnic identity of Tibetan adolescents, and how the demographic variables affect the ethnic identity. Based on this, the wrier tried to explore the ethnic identity differences between Tibet and mainland Tibetan adolescents.According to the open investigation (N=51), and combined with the domestic and international scale, we compiled the Tibetan and Chinese bilingual ethnic identity scale of Tibetan adolescents. And then we went on with preliminary survey (N=529) and retest(N=168). Finally we achieved our bilingual scale.The formal test takes the Tibetan and Chinese bilingual ethnic identity scale of the Tibetan adolescent (T-CBEIS) as a tool and investigate 4185 Tibetan adolescents(11 -24 years old)from Tibet, Qinghai Normal university, Gannan Tibetan Autonomous Prefecture in Gansu province and Aba Tibetan Autonomous Prefecture in Sichuan. And the results are as follows:(1) T-CBEIS contains two parts: ethnic identity (A) and ethnic division (B); and they are of great reliability and validity. There are 18 items in Questionnaire (A) and 5 items in Questionnaire (B); three dimensions: cognition, affection and behavior and adopt Likert's five scoring method.(2) As a whole, 11-24 years old Tibetan adolescents obviously expressed the ethnic identity of their own nation and ethnic division; of the questionnaire (A)'s three dimensions, the score of the cognitive dimension is highest, and then the affection, the score of the behavior dimension is the lowest. But the average score is all over 3.9.(3) Overall, local Tibetan adolescents'ethnic identity of their own nation is less obvious than the outside Tibetan adolescents; and in ethnic division they are more obvious than the outside Tibetan adolescents; from the three dimensions, the scores of all the three dimensions of the local Tibetan adolescents are all lower than that of the outside Tibetan adolescents.(4) From the perspective of grade development tendency, in general the score of the questionnaire (A) is rising from Grade one in Junior school to Grade three in High school and then begin to descend; But it is rising again from freshman to senior, and in the senior year it is up to the maximum; and the score of the questionnaire (B) is rising from Grade one in Junior school to Grade two in High school and up to the maximum, and then begin to descend, till junior of college the score is rising and after that it is descending.(5) From the perspective of grade development tendency, the local Tibetan adolescents'score of the questionnaire (A) is rising and reaches the maximum in Grade two in High school. The local Tibetan adolescents'score of the questionnaire (B) is rising from Grade one in Junior school to Grade three in High school and reaches the maximum in Grade three in High school, then begin to descend; from sophomore to junior year, it may sometimes rises; the outside Tibetan adolescents'score of the questionnaire (B) is rising from Grade one in Junior school to freshman; in the high school, it is stable; and from Grade three in High school to freshman it rises quickly and then begin to descend; after junior year it become stable. (6) From the questionnaire (A), we can conclude that: the cognition score of the outside Tibetan adolescent is highest; the affection score of that is lower, and the behavior score is lowest; In the cognition dimension, the score of local and outside are both going up; the score of local Tibetan adolescent appears two maximums in Grade One and Grade Two in high school; the score of outside Tibetan adolescent appears maximum in the Grade Two in high school. In the affection dimension, the score of local Tibetan adolescent appears the maximum in Grade Three in high school; the score of outside Tibetan adolescent appears the maximum in the Grade Three in high school. Moreover, the outside Tibetan adolescent in Grade Three in high school and junior year, there is intersect in cognition and affection dimension. In the behavior dimension, the score of local Tibetan adolescent appears the maximum in Grade Three in high school; the score of outside Tibetan adolescent appears the maximum in the Grade Two in high school. The above statistics shows that: in the questionnaire (A), the key period of the local Tibetan adolescent is maybe in Grade Three in high school and the key period of the local Tibetan adolescent is maybe in Grade Two in high school.(7) We divide the questionnaire (A) and (B) into lower group(≤2.499), middle group(=2.5—3.499) and higher group(≥3.5) and find that 83.5% of the scores of the two questionnaires belong to higher group. (8) Besides sex, the education and career background of their parents, the schools and class they belong to, the following also influence the ethnic identity of 11-24 years old Tibetan adolescent; such as the number of the Han friends, the degree of Chinese fluency and the Han's accept degree of Tibetan.