The intensification of migratory movements in recent decades, which is virtually unprecedented in history, is closely linked to the transformations that have given rise to a new world order, evident in economic, technological, environmental and military terms, among others, and which has led to asymmetrical mobility between the global North and South (De Haas et al., 2020). Cross-border displacement has redefined the identity structures of host societies. Aa result, we are witnessing a phenomenon that has become one of the most decisive issues on the political agendas of the European Union and, consequently, in most of its Member States. Certainly, in Spain, which has seen one of the largest increases in the immigrant population on the continent in the last decade, this reality has changed the country's socio-demographic and cultural coordinates (Jornet, 2023).

It is a fact that the transnationalisation of migration brings about deep changes in the identity of those involved, both in terms of their sense of affiliation to their in-group and in the redefinition of subaltern practices (Bhatia, 2012). As Guerra et al. (2019) argue, when exposed to a new culture, people are exposed to cognitive and affective reorganisation, adaptation to unfamiliar patterns of behaviour and belief systems, grief over separation, and positioning in minority groups. Therefore, that this can trigger complex psychosocial transformations, especially during the developmental stage.

Thus, the rise in the presence of ethnically diverse children and adolescents in international migration deserves special attention, given that, in addition to the normative tasks inherent to this vital period, they face unique challenges that can compromise their well-being and physical/mental health (Suárez-Orozco et al., 2018). After contact with the receiving society, there is an increased need for identity rearticulation and affiliation with a particular group, seeking to integrate the cultural competencies of both the country of origin and the host country.  Furthermore, it is essential to consider the role of families, peer groups, schools, the community and the impact of public policies in this regard (Sam et al., 2023).

Against this backdrop, our study adopts the Theory of ethnic identity (Phinney, 1990; Phinney & Ong, 2007; Phinney et al., 2023), as we are interested in addressing the way in which people construct their belongings based on emotional ties, participation in cultural practices, and commitment to the in-group, since they represent otherness in comparison with the hegemonic indigenous population.

In short, ethnic identity refers to each individual's experience of their ethnicity, exerting a direct influence on indicators of well-being, self-esteem, academic performance, and personal motivation. Ethnic awareness and/or identification is of particular interest in multicultural societies. This is in view of the power imbalances in the social and cultural fabric, which allow for the reclamation of certain spaces historically linked to the exclusion of minorities (Williams et al., 2020).

In the words of Umaña-Taylor (2024), the preservation of culture and the positive valuation of pluralism favour the construction of a solid and strong identity, since when there is self-identification as a member of a collective, group evaluation is more favourable and greater knowledge of ethnic practices is encouraged. However, when faced with situations of discrimination, two scenarios tend to arise: on the one hand, the rejection of one's own identity, and on the other, the reaffirmation of pride and identification with one's own homeland.

In this contribution, we propose to analyse the variables that influence the formation of ethnic identity among migrant adolescents. We do so from an epistemic framework specific to intercultural education, given that its focus is the empowerment of the integral development of all individuals, in terms of individual and collective recognition.

We opted for a non-experimental, exploratory and descriptive study using a quantitative methodological approach. Data were collected using Questionnaire on the process of ethnic identity development and acculturation in migrant adolescents, which allowed us to identify different factors influencing the process. More specifically, the questionnaire consists of 58 questions grouped into 10 sections. It also includes seven scales designed to assess the respondents' opinions on the construction of ethnic identity, acculturative stress, perceptions and preferences regarding acculturation, perceived individual discrimination, and life satisfaction. In terms of participant selection, we used a non-probability convenience sample, locating them through public secondary schools, migrant associations, and third sector organisations. The sample consisted of 295 adolescents from the Americas (70.38%), Africa (21.76%), Europe (6.12%), and Asia (1.7%). The average age was 15.24 years. Finally, in terms of gender, 52.90% of the participants were female, 46.08% were male, and 1.02% identified as non-binary.

Our results show that migrant adolescents are in a constant process of searching for their ethnic origin and commitment to their reference group, moving from initial stages such as diffusion –little or no exploration of ethnicity– to achievement –exploration and acceptance of ethnicity, which involves the development of positive intergroup attitudes– (Umaña-Taylor, 2024). This evolution is largely dependent on self-identification with one's origins, family socialisation, and participation in in-group activities. Indeed, maintaining the culture of the country of origin and progressively adopting that of the destination country appears to be linked to psychosocial well-being, pride, life satisfaction and the ability to effectively manage the challenges inherent in migration (Dimitrova et al., 2016). We can therefore refer to identity as a complex, intersectional and multidimensional construct. A very important factor in this regard is the length of residence. Previous studies have shown that when migrants have been in the host country for less than ten years, they tend to feel more nostalgia and notice more differences, largely due to culture shock, psychological distress, acculturation stress, or failure to adapt. This can significantly affect academic success and interethnic coexistence in various contexts, even though cultural adjustment tends to consolidate progressively (Hamid, 2022; Plenty and Jonsson, 2017). Finally, we highlight the need to promote more inclusive spaces that are conducive to the identity development of all people, which can help them take a proactive role in social integration through intercultural educational approaches. It should not be forgotten that such challenges call on local communities and civil society.

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