DEVELOPING A PSYCHOLOGICAL AND PEDAGOGICAL MODEL THAT TAKES ETHNIC FACTORS INTO ACCOUNT IN THE ECONOMIC SOCIALIZATION OF YOUTH

Abstract

This article examines the development of a psychological and pedagogical model that takes ethnic factors into account in the economic socialization of youth. The study uses a conceptual review design grounded in identity economics, stereotype threat theory, ethnic-racial identity development, school belonging, social trust, and culturally responsive pedagogy. The analysis suggests that ethnic factors influence the economic socialization of young people not only directly, but also indirectly through ethnic identity, self-efficacy, sense of belonging, perceived identity safety, social trust, and attitudes toward risk, cooperation, and future-oriented choice. Based on the reviewed literature, the article proposes an authorial model consisting of six interconnected blocks: diagnostic, identity-supportive, belonging and identity-safety, communicative-social trust, economic-practical, and reflective-monitoring. The model is designed to strengthen economically relevant agency, cooperation, career orientation, and human capital formation through ethnically sensitive educational support. It is argued that such a model may increase the effectiveness of youth development programs by integrating psychological mechanisms with pedagogical practice