Ercomer, Utrecht University, The Netherlands.
The Pennsylvania State University, State College, Pennsylvania, USA.
Br J Educ Psychol. 2019 Dec;89(4):707-725. doi: 10.1111/bjep.12253. Epub 2018 Oct 26.
Many studies have shown that school belonging is crucial for students' school adjustment, but the construct has been operationalized in different ways. Moreover, most research has focused on adolescents and not compared its antecedents for ethnic minority versus majority students.
Based on Goodenow and Grady's (1993) seminal paper, we examined classroom identification as a central aspect of school belonging in minority and majority preadolescents, and predicted it from relationships with peers and teachers, taking into account classroom ethnic composition and perceived multicultural teaching.
Participants were 485 grade 4-6 students from 39 classrooms in Dutch primary schools. Of these children, 68 had a Turkish background, 72 had a Moroccan background, and 345 had a native Dutch background.
Participants completed questionnaires at two waves (4.5 months apart). We used self-reports to measure classroom identification at both waves, and student-teacher relationship closeness and conflict, multicultural teaching, and peer friendship and rejection at Wave 1. We conducted multilevel analyses to predict classroom identification at Wave 2, while controlling for classroom identification at Wave 1.
Children of all ethnicities reported more classroom identification over time if they were less rejected by their peers and had more co-ethnic classmates. For minority children, both closeness and conflict with the teacher predicted less identification, but the effect of conflict appeared to result from their ethnic underrepresentation in the classroom.
Negative peer relationships can undermine classroom identification, and the student-teacher relationship has special significance for ethnic minority students.
许多研究表明，学校归属感对学生的学校适应至关重要，但该结构的操作性定义有所不同。此外，大多数研究都集中在青少年身上，而没有比较少数民族和多数族裔学生的归属感的前置因素。
基于古登诺和格雷迪（Goodenow & Grady）（1993 年）的开创性论文，我们考察了课堂认同作为少数族裔和多数族裔青春期前学生学校归属感的核心方面，并考虑到与同伴和教师的关系、课堂种族构成以及感知的多元文化教学，预测了其影响因素。
参与者是来自荷兰小学 39 个班级的 485 名 4-6 年级学生。这些孩子中，68 人有土耳其背景，72 人有摩洛哥背景，345 人有荷兰本土背景。
参与者在两个时间点（相隔 4.5 个月）完成了问卷。我们使用自我报告在两个时间点测量课堂认同，在第一个时间点测量师生关系亲密程度和冲突、多元文化教学、同伴友谊和排斥。我们进行了多层次分析，以预测第二个时间点的课堂认同，同时控制了第一个时间点的课堂认同。
所有族裔的孩子如果受到同伴的排斥较少，并且有更多的同种族同学，他们会随着时间的推移报告更多的课堂认同。对于少数族裔儿童，与教师的亲密关系和冲突都预示着认同度较低，但冲突的影响似乎是由于他们在课堂上的少数民族代表性不足所致。
消极的同伴关系会破坏课堂认同，师生关系对少数民族学生具有特殊意义。
