Navigating Cultural In-Betweenness: Identity Construction among Second-Generation Diaspora Youth in Indonesian Public Schools

Abstract

Cultural identity formation among second-generation diaspora youth in Indonesia  has become a critical topic in social and cultural studies, particularly within multicultural societies. While prior research has addressed broad aspects of integration, little is known about how these individuals experience and negotiate their identities within institutional contexts such as public schools. This study investigates how second-generation diaspora youth construct cultural identity in response to the social and normative pressures of school environments. Using an interpretative phenomenological approach (IPA), this research reveals that identity is experienced as a dynamic negotiation between familial expectations and societal norms. Data were collected through in-depth, semi-structured interviews with ten participants and analyzed thematically to uncover shared and divergent experiences. The findings indicate that participants often experience cultural “in-betweenness,” engage in selective cultural expression, and construct hybrid identities to navigate conflicting demands. These results suggest that identity development is not linear but shaped by personal agency within contextual constraints. The study contributes to a deeper understanding of cultural identity as a lived experience and highlights the importance of inclusive practices in educational settings to support youth identity formation.