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.

在2个WEEEK时期，对学校的族裔脱离和学校参与的目的是针对土耳其和阿拉伯人的学生的目的，因为它们以类似的方式刻板印象和陈述。 16岁，我以先前的工作为基础，植根于三分之一的地区 - 族裔歧视和身份过程理论。开放或subble歧视），目标（个人歧视）和来源（基于教师或教师的歧视） - 每个人都以不同的方式影响少数民族在较大的情况下，在帮助青少年和教育从业者的几个方面面对歧视。