Details
| Originalsprache | Englisch |
|---|---|
| Seitenumfang | 26 |
| Fachzeitschrift | Social psychology of education |
| Frühes Online-Datum | 16 Mai 2024 |
| Publikationsstatus | Elektronisch veröffentlicht (E-Pub) - 16 Mai 2024 |
Abstract
Being the target of discriminatory actions because of their ethnicity can lead ethnic minority students to disengage from school. Research has relied on cross-sectional survey data to show that students who experience more frequent discrimination are more likely to be disengaged from school (i.e., between-person associations). Less is known about whether ethnic discrimination is responsible for day-to-day dynamic fluctuations in school engagement (i.e., within-person associations). The current study focuses on within-person processes to assess how different types (i.e., overt- vs. subtle behavior) and sources (i.e., peer vs. teacher) of school-based ethnic discrimination are linked to behavioral, emotional, and cognitive school engagement at the same- and next-day levels. Participants were secondary school students of Turkish and Arab descent (N = 87, Mage = 15, 62% female) in an ethnically diverse area of north-west Germany. Using an interval-contingent design, participants completed a daily diary once a day over a two week-period using a smartphone application. At the within-person level, multilevel models indicated that more frequent discrimination from teachers was associated with lower levels of cognitive engagement on the same day and emotional engagement on the next day. We found little evidence for links between any discrimination types and sources and behavioral school engagement. This study documents the negative consequences of experiencing school-based ethnic discrimination on student school engagement.
ASJC Scopus Sachgebiete
- Psychologie (insg.)
- Sozialpsychologie
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Psychologie (insg.)
- Pädagogische und Entwicklungspsychologie
- Sozialwissenschaften (insg.)
- Soziologie und Politikwissenschaften
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in: Social psychology of education, 16.05.2024.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - A daily diary study on associations between school-based ethnic discrimination and school engagement
AU - Civitillo, Sauro
AU - Jugert, Philipp
AU - Yip, Tiffany
AU - Lui, Priscilla P.
AU - Titzmann, Peter F.
N1 - Publisher Copyright: © The Author(s) 2024.
PY - 2024/5/16
Y1 - 2024/5/16
N2 - Being the target of discriminatory actions because of their ethnicity can lead ethnic minority students to disengage from school. Research has relied on cross-sectional survey data to show that students who experience more frequent discrimination are more likely to be disengaged from school (i.e., between-person associations). Less is known about whether ethnic discrimination is responsible for day-to-day dynamic fluctuations in school engagement (i.e., within-person associations). The current study focuses on within-person processes to assess how different types (i.e., overt- vs. subtle behavior) and sources (i.e., peer vs. teacher) of school-based ethnic discrimination are linked to behavioral, emotional, and cognitive school engagement at the same- and next-day levels. Participants were secondary school students of Turkish and Arab descent (N = 87, Mage = 15, 62% female) in an ethnically diverse area of north-west Germany. Using an interval-contingent design, participants completed a daily diary once a day over a two week-period using a smartphone application. At the within-person level, multilevel models indicated that more frequent discrimination from teachers was associated with lower levels of cognitive engagement on the same day and emotional engagement on the next day. We found little evidence for links between any discrimination types and sources and behavioral school engagement. This study documents the negative consequences of experiencing school-based ethnic discrimination on student school engagement.
AB - Being the target of discriminatory actions because of their ethnicity can lead ethnic minority students to disengage from school. Research has relied on cross-sectional survey data to show that students who experience more frequent discrimination are more likely to be disengaged from school (i.e., between-person associations). Less is known about whether ethnic discrimination is responsible for day-to-day dynamic fluctuations in school engagement (i.e., within-person associations). The current study focuses on within-person processes to assess how different types (i.e., overt- vs. subtle behavior) and sources (i.e., peer vs. teacher) of school-based ethnic discrimination are linked to behavioral, emotional, and cognitive school engagement at the same- and next-day levels. Participants were secondary school students of Turkish and Arab descent (N = 87, Mage = 15, 62% female) in an ethnically diverse area of north-west Germany. Using an interval-contingent design, participants completed a daily diary once a day over a two week-period using a smartphone application. At the within-person level, multilevel models indicated that more frequent discrimination from teachers was associated with lower levels of cognitive engagement on the same day and emotional engagement on the next day. We found little evidence for links between any discrimination types and sources and behavioral school engagement. This study documents the negative consequences of experiencing school-based ethnic discrimination on student school engagement.
KW - Daily diary
KW - Ethnic discrimination
KW - Germany
KW - School engagement
KW - Secondary school
UR - http://www.scopus.com/inward/record.url?scp=85193295517&partnerID=8YFLogxK
U2 - 10.1007/s11218-024-09919-x
DO - 10.1007/s11218-024-09919-x
M3 - Article
AN - SCOPUS:85193295517
JO - Social psychology of education
JF - Social psychology of education
SN - 1381-2890
ER -