European Identity in Youth : Longitudinal Dynamics and the Role of School Experiences

Kurzfassung/Abstract

Introduction
For young people in Europe, European identity can serve as an important source of solidarity and belonging, especially in times of growing societal polarization. This study investigates European identity development during adolescence with two aims: (1) to identify European identity profiles, their associations with civic and solidarity‐related attitudes, and profile changes over time; and (2) to examine the role of school‐based experiences in predicting profile membership and transitions.

Methods
Drawing on longitudinal data from German 9th graders collected at the beginning and end of one school year ( N = 1,206; M Age = 14.39 years; 51.7% female), Latent Profile Analysis (LPA) and Latent Transition Analysis (LTA) were used to examine stability and change of European identity profiles. Based on recent process‐oriented models, European identity captured the processes of commitment, in‐depth exploration, and reconsideration. Civic and solidarity‐related correlates of status profile encompassed EU‐related attitudes, tolerance, and intentions for civic engagement; school‐based predictors included students' supportive relationships and pluralistic learning climate.

Results
Analyses revealed four distinct profiles reflecting different levels of identity consolidation, meaningfully associated with civic‐ and solidarity‐related attitudes (i.e., tolerance, intentions for civic engagement). A more pluralistic climate was associated with more elaborate identity profiles at the beginning of the school year, while supportive student–teacher relationships were linked to forms of early closure. Yet, school experiences hardly predicted profile change across time.

Conclusions
The findings underscore adolescence as a formative period for developing European identity and highlight both the potential and limitations of schools in supporting youth identity formation.