Faculty of Psychology and Educational Sciences, University of Leuven, Leuven, Belgium.
Int J Psychol. 2020 Oct;55(5):779-788. doi: 10.1002/ijop.12706.
School belonging is pivotal in enabling sustained task engagement, yet minorities' belonging is contingent on the intergroup context. From a social identity approach, discrimination experiences elicit identity threat, undermining school belonging. Conversely, a positive diversity climate may shield belonging through protecting minority identities. This study addresses minority school belonging and task engagement from the interplay of identity threat and protection in diverse classrooms. We hypothesise that a positive diversity climate can buffer minority disengagement in response to discrimination by protecting school belonging. Drawing on Turkish and Moroccan minority samples (N = 1050) in 274 diverse classrooms in 52 Belgian secondary schools, we test multilevel models with school belonging as mediating process connecting minorities' engagement to the interplay of discrimination experiences with perceived diversity climate. Minority youth who experienced discrimination from teachers reported less school belonging, which in turn predicted lower task engagement. Conversely, minority perceptions of a positive diversity climate predicted more belonging. Moreover, perceived diversity climate buffered minority engagement against personal experiences of discrimination through protecting school belonging. Whereas discrimination experiences undermined minority school belonging and task engagement, minority perceptions of a positive diversity climate protected belonging and engagement against discrimination.
学校归属感对于维持持续的任务参与至关重要，但少数群体的归属感取决于群体间的背景。从社会认同的角度来看，歧视经历引发了身份威胁，从而破坏了学校归属感。相反，积极的多样性氛围可以通过保护少数群体的身份来保护归属感。本研究从不同课堂中身份威胁和保护的相互作用出发，探讨少数群体的学校归属感和任务参与度。我们假设，积极的多样性氛围可以通过保护学校归属感来缓冲少数群体因歧视而产生的脱轨现象。本研究在 52 所比利时中学的 274 个不同课堂中，对来自土耳其和摩洛哥少数民族的 1050 名青少年进行了调查，通过多层次模型检验了学校归属感作为中介过程的作用，该过程将少数群体的参与度与歧视经历与感知多样性氛围的相互作用联系起来。从老师那里经历过歧视的少数族裔青年报告的学校归属感较低，这反过来又预示着任务参与度较低。相反，少数群体对积极多样性氛围的看法预示着更多的归属感。此外，感知到的多样性氛围通过保护学校归属感来缓冲少数群体对歧视的参与度。尽管歧视经历破坏了少数群体的学校归属感和任务参与度，但少数群体对积极多样性氛围的看法保护了归属感和参与度免受歧视的影响。
