Centro de Justicia Educacional y Escuela de Psicología y Filosofía, Universidad de Tarapacá, Arica, Arica y Parinacota, Chile.
Instituto de Alta Investigación, Universidad de Tarapacá, Arica, Arica y Parinacota, Chile.
PLoS One. 2021 Feb 19;16(2):e0246998. doi: 10.1371/journal.pone.0246998. eCollection 2021.
Discriminatory behaviors among inter-ethnic relations in schools have long been noted and studied, but there are several correlations between discriminatory behaviors and other constructs that need further investigation. As an example, the relation between perceived discrimination and contextual problems-which include family, school and peer problems-among children and adolescents in Latin America has received little attention from previous studies. Further, the mediating role of ethnic identification and collective self-esteem in this relation also needs to be considered as they could be proven as protective factors for discriminatory behavior and its outcomes. Therefore, this study aimed to, first, establish the relationship between perceived discrimination and contextual problems in inter-ethnic students aged 8-19 years living in Arica, Chile; and second, to identify the role that ethnic identification and collective self-esteem play within this relation. In order to investigate this matter, a cross-sectional study was carried out with 3700 students in 29 schools between the fourth year of primary education and the last year of secondary education, aged between 9-18 years, with 48.4% men and 51.6% women. The sample was divided into primary and secondary school groups. The scales utilized were the Everyday Discrimination Scale, Multi-Group Ethnic Identity Measure-Revised Scale, Collective Self-Esteem Scale and the dimensions of contextual family, school and peer problems, as well as the general index of contextual problems of the Child and Adolescent Assessment System. For data analysis, we tested a path analytic model at both the within and between levels to account for the relations between variables. In each group the models obtained an optimal fit. We found that perceived discrimination and ethnic identification were directly related to contextual problems (.23-.39), and collective self-esteem had only a mediating role. This study showed that strategized interventions focusing on ethnic identification and perceived discrimination should be utilized by schools to create a better developing environment.
学校中的族际关系中的歧视行为早已引起关注和研究，但歧视行为与其他结构之间存在一些关联，需要进一步研究。例如，在拉丁美洲的儿童和青少年中，感知歧视与背景问题（包括家庭、学校和同伴问题）之间的关系，在以前的研究中很少受到关注。此外，在这种关系中，民族认同和集体自尊的中介作用也需要考虑，因为它们可能被证明是歧视行为及其结果的保护因素。因此，本研究旨在首先确定智利阿里卡居住的 8-19 岁族际学生感知歧视与背景问题之间的关系；其次，确定民族认同和集体自尊在这种关系中所扮演的角色。为了调查这一问题，进行了一项横断面研究，在 29 所学校中调查了 3700 名 9-18 岁的四年级至 12 年级学生，其中男生占 48.4%，女生占 51.6%。样本分为小学和中学组。使用的量表包括日常歧视量表、多群体民族认同测量修订量表、集体自尊量表以及家庭、学校和同伴问题的背景维度，以及儿童和青少年评估系统的一般背景问题指数。在数据分析方面，我们在个体内和个体间水平上测试了一个路径分析模型，以解释变量之间的关系。在每个组中，模型都得到了最佳拟合。我们发现，感知歧视和民族认同与背景问题直接相关（.23-.39），而集体自尊仅具有中介作用。本研究表明，学校应利用侧重于民族认同和感知歧视的策略性干预措施，创造更好的发展环境。
