Examining the associations between ethnic discrimination and school engagement: A daily diary study

检查种族歧视与学校参与之间的关联：每日日记研究

• 批准号: 466404485
• 负责人: Professor Dr. Sauro Civitillo
• 金额: --
• 依托单位: Departement Algemene Sociale Wetenschappen (ASW)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2021
• 资助国家: 德国
• 起止时间: 2020-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/466404485?language=en
• 关键词: Examining; associations; between; ethnic; discrimination

The purpose of the project is to study daily associations between school-based ethnic discrimination and school engagement over a 2-week period. I focus on students of Turkish and Arab origin, as they are stereotyped and discriminated against in similar ways. The aim is to sample 75 middle adolescents aged 14-16 years old, attending secondary schools in Essen and Duisburg. I build on prior work rooted in three research areas - school engagement, ethnic discrimination, and identity process theory. There is evidence that stressors youth experience within a particular context (e.g., school-based discrimination) influence their engagement within that setting. Importantly, the key aspects of discrimination - behaviour (open or subtle discrimination), target (personal or group discrimination), and source (peer- or teacher-based discrimination) - may each impact ethnic minority students in different ways. It is expected that students’ behavioural, cognitive, and emotional school engagement will decrease on days when they experience ethnic discrimination at school. Furthermore, it is expected that daily decrease in school engagement is greater on days when participants confront several aspects of discrimination. Findings from the current project could inform interventions aimed at helping adolescents and educational practitioners recognise and fight discrimination. Research findings may also increase ecological validity of reported discrimination experiences and school engagement.

该项目的目的是在2周的时间内研究基于学校的种族歧视与学校参与之间的每日关联。我专注于土耳其和阿拉伯人的学生，因为他们以类似的方式被定型和歧视。目的是品尝14-16岁的75名中青少年，在埃森和杜伊斯堡的中学上学。我以先前的工作为基础，植根于三个研究领域 - 学校参与，种族歧视和身份过程理论。有证据表明，在特定情况下（例如，基于学校的歧视）在这种情况下，压力源青年人的经验影响了他们在这种情况下的参与。重要的是，歧视的关键方面 - 行为（开放或微妙的歧视），目标（个人或团体歧视）和来源（基于教师或基于教师的歧视） - 每个人都可能以不同的方式影响少数民族学生。预计学生的行为，认知和情感学校的敬业度在学校遇到种族歧视时的日子会减少。此外，预计在参与者面对歧视的几个方面的日子里，每天的学校参与度的减少会更大。当前项目的调查结果可以为旨在帮助青少年和教育从业者认识和打击歧视的干预措施提供信息。研究发现还可能提高报告的歧视经验和学校参与的生态有效性。