Intergenerational narratives and identity development: A qualitative exploration of Chinese college students

ABSTRACT

Previous research suggests that intergenerational narratives impact young people’s sense of self. Little knowledge, however, has been accumulated regarding what and how Chinese youth experience identity development in intergenerational storytelling. This qualitative study presented 149 Chinese college students’ experiences of identity development who collected their grandparents’ life stories. Findings suggest that the student participants reproduced their interviewees’ grand narratives about Chinese history and social changes, and embraced values such as endurance, diligence, and family cohesion which are transmitted across generations. Some students were burdened when hearing about their grandparents’ traumatic past and experienced negative feelings such as anger and guilt, while most of them elaborated gratitude toward people in the previous generations, and expressed a willingness to pay back and contribute to society. Drawing on existing theories, a preliminary model was constructed to capture the dynamic of intergenerational narrative identity among Chinese college students. We discussed how these findings contribute to research on intergenerational narratives and college students’ development. Recommendations for future research and practices for educators and policymakers to enhance family welfare were provided.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The work was supported by the Scientific Research Fund of Yunnan Education Department [2022J0868] and Yunnan Revitalization Talent Support Program.