Social identity enactment in a pandemic: Scottish Muslims' experiences of restricted access to communal spaces.

The comprehensive analysis of social identity cannot simply focus on individuals' cognitive self-definition. Rather it should also theorize the social conditions that affect individuals' opportunities to act in terms of those self-definitions. We argue that the social distancing interventions associated with Covid-19 provide an opportunity to explore the significance of otherwise taken-for-granted social factors which routinely support and sustain individuals' identity enactments. Using qualitative data gathered with 20 members of the Scottish Muslim community (19 diary entries and 20 post-diary interviews), we explore their experiences of restricted access to community-relevant social spaces (e.g., mosques and prayer rooms). Our analysis shows that while these regulations could result in new opportunities for Muslims' religious identity enactments, they also impeded their abilities to act in terms of their religious identification. Addressing such impediments, we develop our understanding of the contextual factors that shape individuals' abilities to enact identity-defining norms and values.

Ethnic identity concealment and disclosure: Contexts and strategies.

Ethnic minority group members' responses to their prejudicial treatment can take several forms. One involves identity concealment (e.g., 'passing'). In order to understand such a response, we must explore participants' understandings of the interactional context before them, their meta-perceptions of the identity others ascribe to them, and the varied meanings that identity concealment/non-disclosure may have in that context. Our analysis of interview data (N = 30) obtained with Roma in Hungary reveals diverse forms of, and motivations for, the concealment of their Roma identity. Some participants reported examples of proactive identity concealment, others reported more reactive forms (in which they went along with others' mistaken assumptions concerning their identity). The motivations for identity concealment (whether proactive or reactive) included the desire to: secure material benefits; avoid conflict; take pleasure from seeing others' assumptions blinding them to the reality before them; test (and expose) majority group members' attitudes; allow themselves opportunities to experience the world in new ways. Our analysis highlights the importance of social identity researchers recognizing the diverse motivations for ethnic identity concealment: From the actors' perspective concealment is not always assimilatory, and in some contexts can be experienced as empowering.

Hungarian Roma and musical talent: Minority group members' experiences of an apparently positive stereotype.

Minorities do not always welcome apparently positive stereotypes of their group. At first sight, this may appear churlish. However, we show that minority group members' theorizing on the production and operation of apparently positive stereotypes helps explain such a negative reaction. Reporting interview data (N = 30) gathered with Hungarian Roma, we differentiated several bases for a negative response to the popular stereotype of Roma as possessing a distinctive musical talent. Although participants recognized the stereotype had instrumental value in easing everyday intergroup encounters, they also reported that the stereotype reflected the majority group's power to define Roma identity; constrained recognition of qualities that they themselves valued; limited their abilities to act on terms that were their own; and could facilitate the reproduction of more negative Roma stereotypes. Taken together, these findings imply our participants saw this apparently positive stereotype as speaking volumes about the majority's power to define Roma identity without reference to how they themselves defined their identity. We conclude with a discussion of the analytic value of the concept of 'misrecognition' in explaining negative responses to a positive stereotype. We also discuss the potential for such an apparently positive stereotype to facilitate improvements in intergroup relations.

Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension.

This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non-fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross-sectional sample of 312 students in early (11-13 years) or middle adolescence (14-15 years) participated from a range of SES backgrounds. Word identification emerged as a strong predictor of reading comprehension across adolescence and text genres. Gender effects favouring female students were evident for reading frequency but not for reading skill itself. Reading habits also differed, and comprehension advantages were observed among females for fiction and males for non-fiction. Age effects emerged for reading frequency, which was lower in middle adolescence. Although more time was spent on digital than on traditional texts, traditional extended text reading was the only reading habit to predict inference-making in comprehension and to distinguish skilled from less skilled comprehenders. The theoretical and educational implications of these results are discussed.