“Am I the school I attend?” Understanding the Self-Identity Construction of Immigrant-Origin Youths in Japan

The sociological literature has thus far demonstrated how expressions of self-identification among young people of immigrant descent serve as a valuable lens through which to analyse the process of integration into the host country. Concurrently, youth’s educational experiences play a pivotal role in shaping their sense of self. The school environment serves as the primary locus of socialisation outside the familiar confines of the family sphere, moulding the character, morals, skills, and competencies of youths and significantly impacting their future prospects for occupational and social advancement. The case of Japan is particularly noteworthy due to its multicultural educational framework, encompassing a diverse array of public, private, ethnic, and international institutions, each offering distinct cultural, occupational, and social pathways. This study aims to determine the most suitable theoretical framework provided by migration studies to elucidate the formation of self-identity among immigrant-origin youth in Japan. The analysis draws upon 62 semi-structured interviews with individuals of Chinese, Korean, and Brazilian descent, complemented by interviews with native Japanese youths as a control group. Findings suggest that existing integration models only partially explain the Japanese case, suggesting that such theories may lose applicability when transposed to different geographical contexts beyond their Western cradle.