Lai Angel Hor Yan, Lam Jason K H, Yao Hong, Tsui Elaine, Leung Cynthia
Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China.
Minzu University of China, Beijing, China.
Front Psychol. 2024 Feb 15;14:1275367. doi: 10.3389/fpsyg.2023.1275367. eCollection 2023.
Using students in the Liangshan Yi autonomous prefectures of southwestern China ( = 585; 13-15 years old), we examined (i) the effects of students' perception of their teachers' ethnic-racial socialization on their ethnic identity and mental health outcomes of depressive and stress symptoms; (ii) the effects of students' ethnic identity on their depressive and stress symptoms; (iii) the differential associations among these factors in Yi ethnic minority versus Han cultural majority students.
We conducted a cross-sectional survey and used multistage sampling to collect the information. Chinese-validated standardized measures were used: the Patient Health Questionaires-9, Children's Revised Impact of Event Scale-8, Multigroup Ethnic Identity Measure, Cultural Socialization Scale, and Teachers' Attitude on Adoption of Cultural Diversity Scale. Multigroup confirmatory factor analysis and multigroup structural equation modeling were employed.
Comparing the findings in Yi and Han students, their perception of teachers' ethnic-racial socialization had dissimilar effects on their ethnic identity and mental health outcomes. Three key findings comparing the differences between Yi and Han students were as follows: (i) students' perception of their teachers' multicultural socialization practices positively affected the ethnic identity of both Yi and Han young people; however, their perception of their teachers' socializing them to their own cultures did not exert any effect; (ii) students' perception of teachers' multicultural socialization practices had different mental health effects on Yi versus Han students; and (iii) ethnic identity affected the mental health of Yi ethnic minority students only.
The findings underscore the importance of teachers' multicultural socialization in the ethnic identity development of both Yi ethnic minority and Han majority students. Ethnic identity serves as a linking variable bridging perceived teachers' multicultural socialization practices and mental health in Yi ethnic minority students but not among the Han cultural majority youths. Research, practice, and policy implications relevant to the global context are also discussed.
我们以中国西南部凉山彝族自治州的学生（n = 585；13 - 15岁）为研究对象，考察了以下内容：（i）学生对教师族裔 - 种族社会化的认知对其族裔认同以及抑郁和压力症状等心理健康结果的影响；（ii）学生的族裔认同对其抑郁和压力症状的影响；（iii）彝族少数民族学生与汉族文化多数学生在这些因素之间的差异关联。
我们进行了一项横断面调查，并采用多阶段抽样来收集信息。使用了经过中国验证的标准化测量工具：患者健康问卷 - 9、儿童事件影响量表修订版 - 8、多群体族裔认同量表、文化社会化量表以及教师对文化多样性接纳态度量表。采用了多群体验证性因素分析和多群体结构方程建模。
比较彝族和汉族学生的研究结果发现，他们对教师族裔 - 种族社会化的认知对其族裔认同和心理健康结果有不同影响。比较彝族和汉族学生差异的三个关键发现如下：（i）学生对教师多元文化社会化实践的认知对彝族和汉族青少年的族裔认同都有积极影响；然而，他们对教师将他们社会化到自身文化的认知没有产生任何影响；（ii）学生对教师多元文化社会化实践的认知对彝族学生和汉族学生的心理健康有不同影响；（iii）族裔认同仅对彝族少数民族学生的心理健康有影响。
研究结果强调了教师多元文化社会化在彝族少数民族学生和汉族多数学生族裔认同发展中的重要性。族裔认同在彝族少数民族学生中是连接教师多元文化社会化实践认知和心理健康的中介变量，但在汉族文化多数青少年中并非如此。还讨论了与全球背景相关的研究、实践和政策意义。
