Taiti Maria Chiara, Palladino Benedetta Emanuela, Stefanelli Federica, Özdemir Sevgi Bayram, Menesini Ersilia
Department of Education, Languages, Interculture, Literature and Psychology, University of Florence, Italy.
School of Law, Psychology and Social Work, Center for Developmental Research, Örebro University, Sweden.
J Adolesc. 2025 Feb;97(2):514-525. doi: 10.1002/jad.12437. Epub 2024 Oct 22.
Despite recent efforts to understand the possible impact of contextual factors on adolescents' involvement in ethnic bullying, most existing studies have focused on the effects of one context at a time. As adolescents are simultaneously exposed to the influence of multiple socialization agents, the aim of this study was to investigate whether teachers' and classmates' tolerance towards ethnic minorities could buffer the effect of perceived parental prejudice on adolescents' involvement in ethnic bullying.
Data were collected between January and February 2020 from 9th grade adolescents (N = 582; M = 15.23; SD = 0.65; 50.9% female; 30.7% with an immigrant background), and their teachers (N = 72; aged between 27 and 65 years; 79% female), belonging to 37 classrooms located in Italy.
A cross-sectional multilevel analysis showed that teachers' tolerance moderated the effect of perceived parental prejudice on adolescents' involvement in ethnic bullying. Specifically, we found that in classrooms with low levels of teachers' tolerance, perceived parental prejudice was significantly associated with students' involvement in ethnic bullying. Conversely, in classrooms with high levels of teachers' tolerance, parental prejudice was no longer associated with ethnic bullying. Furthermore, classmates' tolerance was not significantly associated with students' involvement in ethnic bullying and did not moderate the association between perceived parental prejudice and adolescents' engagement in ethnic bullying.
Findings are discussed highlighting the important role of school as a context to promote positive multicultural relations and the unique role played by teachers in affecting adolescents' behaviors.
尽管最近人们努力去理解情境因素对青少年参与种族欺凌可能产生的影响，但大多数现有研究一次只关注一种情境的影响。由于青少年同时受到多种社会化因素的影响，本研究的目的是调查教师和同学对少数民族的宽容是否能够缓冲父母的偏见认知对青少年参与种族欺凌的影响。
2020年1月至2月期间，从意大利37个班级的九年级青少年（N = 582；M = 15.23；SD = 0.65；50.9%为女性；30.7%有移民背景）及其教师（N = 72；年龄在27至65岁之间；79%为女性）那里收集了数据。
一项横断面多层次分析表明，教师的宽容缓和了父母的偏见认知对青少年参与种族欺凌的影响。具体而言，我们发现，在教师宽容度较低的班级中，父母的偏见认知与学生参与种族欺凌显著相关。相反，在教师宽容度较高的班级中，父母的偏见与种族欺凌不再相关。此外，同学的宽容与学生参与种族欺凌没有显著关联，也没有缓和父母的偏见认知与青少年参与种族欺凌之间的关联。
对研究结果进行了讨论，强调了学校作为促进积极多元文化关系的背景的重要作用，以及教师在影响青少年行为方面所发挥的独特作用。
