Verkuyten Maykel, Thijs Jochem
Faculty of Social Sciences, Utrecht University, The Netherlands.
Br J Educ Psychol. 2004 Mar;74(Pt 1):109-25. doi: 10.1348/000709904322848842.
Among ethnic minority group adolescents, experiences with discrimination and prejudice in school settings are thought to lead to a defensive detachment of the self from the school domain. That is, these adolescents may disengage their self-feelings from their academic performances causing the academic self to become a less important part of global self-worth. However, there is limited empirical evidence for this assumption and the existing research is on African American students.
To examine among ethnic minority adolescents in the Netherlands the hypothesis that under conditions of perceived discrimination minority group members tend to psychologically disengage their self-feelings from educational performance.
Study 1 was conducted among 161 Turkish students between 13 and 16 years of age. The sample in Study 2 consisted of 112 Turkish participants of 11 and 12 years of age.
Two questionnaire studies were conducted and participants responded to questions on perceived academic performance, academic self-esteem, global self-worth and perceived discrimination in school.
In both studies, academic self-esteem mediated the relationship between perceived educational performance and feelings of global self-worth. More importantly, perceived discrimination in school moderated the relationship between academic self-esteem and global self-worth. Discrimination did not moderate the relationship between academic performance and academic self-esteem.
The results indicate that for ethnic minorities perceived discrimination in school can lead to psychological disidentification from the academic domain whereby global self-worth is less based on performances and competencies in the academic domain.
在少数民族青少年中，在学校环境中遭受歧视和偏见的经历被认为会导致自我与学校领域的防御性分离。也就是说，这些青少年可能会将自我感觉与学业成绩脱钩，导致学业自我在整体自我价值中变得不那么重要。然而，这一假设的实证证据有限，且现有研究针对的是非裔美国学生。
在荷兰的少数民族青少年中检验这一假设，即在感知到歧视的情况下，少数群体成员往往会在心理上使自我感觉与教育表现脱钩。
研究1对161名13至16岁的土耳其学生进行。研究2的样本包括112名11岁和12岁的土耳其参与者。
进行了两项问卷调查研究，参与者回答了关于感知到的学业成绩、学业自尊、整体自我价值以及在学校中感知到的歧视等问题。
在两项研究中，学业自尊都介导了感知到的教育表现与整体自我价值感之间的关系。更重要的是，在学校中感知到的歧视调节了学业自尊与整体自我价值之间的关系。歧视并未调节学业成绩与学业自尊之间的关系。
结果表明，对于少数民族而言，在学校中感知到的歧视会导致在心理上与学术领域认同分离，从而使整体自我价值较少基于学术领域的表现和能力。
