The dissertation presents the results of the study of cultural value orientations of students with different levels of ethnic identity. Cultural value orientations are defined as complex grouped dynamic principles that determine the orientation of thinking and activity in solving common human problems of attitude to nature, human nature, interpersonal attitude, problems of temporal focus of human life, motivation of behavior. The relationship between cultural values and ethnic identity has been identified. The theoretical model of connection between persons' cultural value orientations and ethnic identity is presented.
Ethnic identity is seen as a dynamic, multidimensional construct related to the awareness, evaluation and experience of belonging to a particular ethnic group with objective characteristics of this affiliation: cultural heritage, religion, language, customs, rituals, place of origin. It is described that students with a low level of ethnic identity are not inclined to show interest in their ethnic origin, do not feel connected to their ethnic group, or any special attachment to its members, are not interested in the history or customs of the ethnic group, do not follow its traditions. They do not tend to be proud of their ethnic origin.
While students with an average level of ethnic identity tend to feel a certain connection with their ethnic group, but this connection is not permanent and very strong, they have some idea about the history of their ethnic group, its customs and traditions, but this knowledge is usually fragmentary and superficial.
Students with a high level of ethnic identity tend to experience a strong sense of connection and unity with their ethnic group, as well as pride in their ethnic origin, high awareness of the history and customs of their ethnic group, and desire to follow its traditions.
The peculiarities of the manifestation of cultural-value orientations and the formation of ethnic identity depending on the social and demographic characteristics of the respondents are described.
An empirical model of cultural value orientations of students with high, medium and low level of ethnic identity has been developed. It is emphasized that with the growth of students' cultural-value orientation to intellectual autonomy, ethnoegoism, ethnoisolationism and national fanaticism decrease; with the increase in the focus on affective autonomy, the general indicator of ethnic identity increases, in particular, increases its affective component; the focus on inclusion promotes ethnic fusion, enhances positive emotional feelings about one's ethnicity and promotes the formation of ethnic identity, and causes a decrease in ethnic isolation, ethnic indifference and ethnic uncertainty; cultural-value orientation to egalitarianism leads to a decrease in the manifestations of ethnonigilism and ethnic uncertainty, and at the same time, to an increase in the overall indicator of ethnic identity; cultural-value orientation hierarchy determines, on the one hand, ethnic fusion and the formation of ethnic identity, but on the other hand, ethnoegoism, ethnoisolationism and national fanaticism are growing at the same time; the more actualized cultural-value orientations harmony and domination, the more pronounced ethnic fusion, positive emotional feelings about their ethnicity, the indicator of general ethnic identity increases. With the growth of cultural-value orientation of domination, the indicators of uncertainty of ethnic identity also decrease.
Profiles of cultural-value orientations are singled out and their structure is characterized depending on the level of students' ethnic identity. It was found that students with a high level of ethnic identity are more characterized by collectivist values, as dominated by cultural-value orientations of inclusion, egalitarianism, hierarchy, domination; the main values for these students are equality, social justice, responsibility, helping others.
For students with an average level of identity is characterized by maneuvering on the border of individualistic and collectivist values, the desire to achieve harmony in society, peace all around the world, unity with nature and society; they are focused, first of all, on accepting the world as it is, on knowing and studying the world, but not changing it. Students with a low level of ethnic identity are characterized by the predominance of individualistic values with the dominance of cultural-value orientations of autonomy (including intellectual and affective) and egalitarianism.
