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.

该项目的目的是在两周内研究基于学校的种族歧视与学校参与之间的日常关联。我关注土耳其和阿拉伯裔的学生，因为他们受到类似的刻板印象和歧视。目的是对 75 名 14-16 岁、在埃森和杜伊斯堡中学就读的中学生进行抽样调查。我之前的工作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，青少年在特定环境中经历的压力源（例如基于学校的歧视）会影响他们在该环境中的参与度。重要的是，歧视的关键方面——行为（公开或微妙的歧视）、目标（个人或群体歧视）和来源（基于同伴或教师的歧视）——可能会以不同的方式影响少数族裔学生。预计当学生在学校遭受种族歧视时，他们的行为、认知和情感学校参与度将会下降。此外，预计当参与者面临多个方面的歧视时，学校参与度的每日下降幅度会更大。当前项目的研究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。研究结果还可能提高报告的歧视经历和学校参与的生态有效性。