少数族裔青少年的民族歧视和学校适应轨迹:学校多样性氛围的作用。

IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Gülseli Baysu, Eva Grew, Jessie Hillekens, Karen Phalet
{"title":"少数族裔青少年的民族歧视和学校适应轨迹:学校多样性氛围的作用。","authors":"Gülseli Baysu,&nbsp;Eva Grew,&nbsp;Jessie Hillekens,&nbsp;Karen Phalet","doi":"10.1111/cdev.14133","DOIUrl":null,"url":null,"abstract":"<p>This study investigated trajectories of ethnic discrimination experiences in school, diversity climates as contextual antecedents, and school adjustment as outcome. Latent-Growth-Mixture-Models of repeated self-reported discrimination over 3 years (2012–2015) by 1445 ethnically-minoritized adolescents of Turkish and Moroccan background in 70 Belgian schools (52.6% boys, <i>M</i>\n <sub>age</sub> = 15.07) revealed four trajectories: low (72.5%), moderate (16.6%), initially-high (6.5%), or increasingly high discrimination (4.4%). Adolescents who attended schools with more minoritized peers, or schools that valued cultural diversity and equality, were more often in low-discrimination trajectories, which predicted better academic outcomes. Overall, school diversity climates can protect minoritized adolescents from experiencing persistent or initially high discrimination over time. Moreover, high discrimination at any point in schooling—initially or later—is harmful to adolescents' school adjustment.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"2215-2231"},"PeriodicalIF":3.9000,"publicationDate":"2024-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14133","citationCount":"0","resultStr":"{\"title\":\"Trajectories of ethnic discrimination and school adjustment of ethnically minoritized adolescents: The role of school diversity climate\",\"authors\":\"Gülseli Baysu,&nbsp;Eva Grew,&nbsp;Jessie Hillekens,&nbsp;Karen Phalet\",\"doi\":\"10.1111/cdev.14133\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study investigated trajectories of ethnic discrimination experiences in school, diversity climates as contextual antecedents, and school adjustment as outcome. Latent-Growth-Mixture-Models of repeated self-reported discrimination over 3 years (2012–2015) by 1445 ethnically-minoritized adolescents of Turkish and Moroccan background in 70 Belgian schools (52.6% boys, <i>M</i>\\n <sub>age</sub> = 15.07) revealed four trajectories: low (72.5%), moderate (16.6%), initially-high (6.5%), or increasingly high discrimination (4.4%). Adolescents who attended schools with more minoritized peers, or schools that valued cultural diversity and equality, were more often in low-discrimination trajectories, which predicted better academic outcomes. Overall, school diversity climates can protect minoritized adolescents from experiencing persistent or initially high discrimination over time. Moreover, high discrimination at any point in schooling—initially or later—is harmful to adolescents' school adjustment.</p>\",\"PeriodicalId\":10109,\"journal\":{\"name\":\"Child development\",\"volume\":\"95 6\",\"pages\":\"2215-2231\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2024-08-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14133\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Child development\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/cdev.14133\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child development","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/cdev.14133","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0

摘要

本研究调查了学校中民族歧视经历的轨迹、作为背景前因的多样性氛围以及作为结果的学校适应性。在比利时70所学校就读的1445名土耳其和摩洛哥裔少数族裔青少年(52.6%为男生,Mage = 15.07)在3年(2012-2015年)内重复自我报告的歧视经历的潜伏-成长-混合-模型显示了四种轨迹:低度歧视(72.5%)、中度歧视(16.6%)、最初高度歧视(6.5%)或日益高度歧视(4.4%)。如果青少年就读的学校有更多少数族裔同龄人,或者学校重视文化多样性和平等,那么他们就更容易受到低度歧视,这预示着他们会取得更好的学业成绩。总体而言,学校的多样性氛围可以保护少数族裔青少年,使他们不会在一段时间内持续或最初遭受严重歧视。此外,在学校的任何阶段,无论是最初还是后来,高度歧视都会对青少年的学校适应造成伤害。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Trajectories of ethnic discrimination and school adjustment of ethnically minoritized adolescents: The role of school diversity climate

Trajectories of ethnic discrimination and school adjustment of ethnically minoritized adolescents: The role of school diversity climate

This study investigated trajectories of ethnic discrimination experiences in school, diversity climates as contextual antecedents, and school adjustment as outcome. Latent-Growth-Mixture-Models of repeated self-reported discrimination over 3 years (2012–2015) by 1445 ethnically-minoritized adolescents of Turkish and Moroccan background in 70 Belgian schools (52.6% boys, M age = 15.07) revealed four trajectories: low (72.5%), moderate (16.6%), initially-high (6.5%), or increasingly high discrimination (4.4%). Adolescents who attended schools with more minoritized peers, or schools that valued cultural diversity and equality, were more often in low-discrimination trajectories, which predicted better academic outcomes. Overall, school diversity climates can protect minoritized adolescents from experiencing persistent or initially high discrimination over time. Moreover, high discrimination at any point in schooling—initially or later—is harmful to adolescents' school adjustment.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Child development
Child development Multiple-
CiteScore
9.20
自引率
4.30%
发文量
149
期刊介绍: As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信