Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students
The protective role of teacher–student relationship quality and school climate
Bibliographic Data
| ID | 8094397 |
|---|---|
| Authors | Sauro Civitillo (0000-0001-7607-0935, corresponding author), Kerstin Göbel (0000-0002-1579-9076), Zuzanna M Preusche, Philipp Jugert (0000-0003-4313-0596) |
| Year | 2021 |
| Volume | 2021 |
| Issue | 177 |
| Pages | 77-99 |
| Publication date | 2021-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | New Directions for Child and Adolescent Development (BOOK_SERIES) |
| Journal identifiers | ISSN: 1520-3247 • E-ISSN: 1534-8687 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/cad.20415 |
| PMID | 33942957 |
| OpenAlex | W3158517420 |
| Language | EN |
| Citations received | 33 |
| References cited | 21 |
Guided by risk and resilience and attachment perspectives, the present study examined whether teacher-student relationship quality and school climate can buffer against the deleterious effects of perceived personal and group ethnic discrimination on psychological and academic domains. We conducted multilevel analyses of seventh graders (40 classrooms; N = 456; 47% female) with different cultural self-identifications in Germany. Partially confirming pre-registered hypotheses, results indicated that high levels of perceived personal discrimination were negatively associated with global self-esteem and emotional school engagement. Contrary to our expectations, neither perceived personal nor group discrimination negatively predicted academic self-concept. In addition, teacher-student relationship quality but not school climate buffered the relationship between both personal and group discrimination and global self-esteem and emotional school engagement such that the association was less negative when relationship quality was high. Taken together, our results underscore the importance of considering the different targets of discrimination (i.e., personal self and own group), and that positive teacher-student relationship can be especially beneficial and empowering for youth who are exposed to ethnic discrimination
Academic achievement · Developmental psychology · Ethnic group · Multilevel model · Pedagogy · Psychological resilience · Quality (philosophy · School climate · Self-esteem · Student engagement · Early Childhood Education and Development · Psychology · Racial and Ethnic Identity Research · Social and Intergroup Psychology · Social Psychology
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The contribution of school climate, socioeconomic status, ethnocultural affiliation, and school level to language arts scores
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| Unique citing works | 33 |
|---|---|
| Citations per year | 6,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 33 |