Cultural Identity of Sub-Saharan African Students in Moroccan Public Secondary Schools: Evidence from a Large-Scale Quantitative Survey

Abstract

Abstract

Migration flows in Morocco, both in terms of the reception of immigrants and the transit of migrants to other countries, constitute an established reality. The Sub-Saharan African population has emerged as one of the largest immigrant communities residing in Morocco in recent years. Major urban centres such as Casablanca, Rabat, Tangier, and Marrakech host a considerable proportion of the country's Sub-Saharan African population. In order to examine the cultural identity of students originating from Sub-Saharan African countries within the Moroccan context, the present study investigates the perspectives of Sub-Saharan African students enrolled in Moroccan public secondary schools regarding their own cultural identity. The study population consisted of 900 students of Sub-Saharan African origin enrolled in Moroccan public secondary schools. A quantitative research approach was adopted, employing a descriptive survey design. The data collection instrument explored five principal dimensions: participants' migration trajectories to Morocco, their contact with their countries of origin, their perceptions of their cultural traditions, aspects of their current lives in Morocco, and their future life perspectives related to cultural identity. The findings reveal that participants generally evaluate their educational and social experiences in Morocco positively while maintaining strong emotional and cultural ties with their countries of origin. Most respondents considered the preservation of their cultural traditions to be highly important, maintained regular contact with family and friends in their home countries, and demonstrated a preference for transmitting their cultural heritage to future generations. At the same time, many participants reported developing a dual or bicultural identity that combines attachment to their heritage culture with increasing integration into Moroccan society. The study concludes that Sub-Saharan African students in Moroccan public secondary schools possess a strong sense of cultural identity, particularly with regard to their cultural heritage. These findings underscore the importance of intercultural educational practices that recognize students' cultural backgrounds and promote inclusive learning environments capable of fostering both socio-educational integration and intercultural competence.

Keywords: cultural identity; Sub-Saharan African students; intercultural education; Morocco; migration; bicultural identity; secondary education.