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

该项目的目的是在为期两周的时间内研究学校种族歧视与学校参与之间的日常联系。我关注的是土耳其和阿拉伯裔学生，因为他们同样受到刻板印象和歧视。该研究的目标是对埃森和杜伊斯堡的75名14-16岁的中学生进行抽样调查。我基于之前的三个研究领域的工作——学校参与、种族歧视和身份过程理论。有证据表明，青年在特定环境中经历的压力源（例如，基于学校的歧视）影响他们在该环境中的参与。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）——都可能以不同的方式影响少数民族学生。预计学生在学校经历种族歧视的日子里，他们的行为、认知和情感学校参与度会下降。此外，预计在参与者面临几个方面的歧视的日子里，学校参与度的每日下降幅度更大。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。研究结果也可能增加报告的歧视经历和学校参与的生态效度。

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.