scholarly journals Ethnic discrimination in secondary education: Does the solution lie in multicultural education and the ethnic school composition?

2021 ◽  
Author(s):  
Fanny D’hondt ◽  
Charlotte Maene ◽  
Roselien Vervaet ◽  
Mieke Van Houtte ◽  
Peter A. J. Stevens
Keyword(s):  
Secondary Education ◽  
Multicultural Education ◽  
Large Scale ◽  
School Context ◽  
Ethnic Discrimination ◽  
Ethnic Composition ◽  
Multicultural Policy ◽  
Broad Concept ◽  
Perceived Ethnic Discrimination ◽  
Moderating Role

AbstractEthnic discrimination is a serious problem in education. Previous quantitative research is predominately focused on the consequences of ethnic discrimination. Very little is known, however, about the characteristics of the school context that influence the initial experience of ethnic discrimination. This knowledge is essential to support schools in how to organize in a way that diminishes the likelihood of adolescents being discriminated against. This study examines the relationship between multicultural education and perceived ethnic discrimination, and the moderating role of the ethnic composition of the student population. Multicultural education is a broad concept. The focus lies on the three main actors: multicultural policy from the perspective of the principal, multicultural teaching from the perception of the teacher and students’ perception of multicultural teaching. The results of a multilevel analysis on a large-scale dataset (N = 2715 students, 38 schools) collected in secondary education in Belgium show that students of ethnic Belgian descent are more likely to report ethnic discrimination by peers if the school applies a more multicultural policy or if the school has a high concentration of students with an other-than-Belgian background. Students with an other-than-Belgian background are more likely to report ethnic discrimination by teachers if the school applies a more multicultural policy. If students perceive that their teachers pay attention to multicultural education, they are less likely to report ethnic discrimination by teachers, but more by peers. The ethnic composition is not directly related to perceived ethnic discrimination, nor does it play a moderating role.

Neighborhood Ethnic Composition and Perceived Discrimination Among Young Adult Latina/os: The Mediating Role of Ethnic Centrality

2019 ◽  
Vol 41 (3) ◽  
pp. 331-343
Author(s):  
Gabriel Camacho ◽  
Aerielle M. Allen ◽  
Diane M. Quinn
Keyword(s):  
Young Adult ◽  
Perceived Discrimination ◽  
Cross Sectional Study ◽  
Ethnic Discrimination ◽  
Ethnic Composition ◽  
Cross Sectional ◽  
Residential Community ◽  
Mediating Role ◽  
Perceived Ethnic Discrimination ◽  
Perceived Experiences

This study examines whether neighborhood ethnic composition (i.e., percentage of Latina/os residing in a given residential community) predicts greater perceived experiences of ethnic discrimination and whether this direct effect is mediated by ethnic centrality (i.e., perceived importance of ethnicity for one’s identity). In a cross-sectional study, 237 self-identified young adult Latina/os reported their five-digit zip codes and sociodemographic information and completed measures of ethnic centrality and perceived ethnic discrimination. A mediation analysis revealed that neighborhood ethnic composition indirectly predicted perceived ethnic discrimination through its effect on ethnic centrality even when accounting for known sociodemographic predictors of perceived discrimination, b = 0.28, SE = .18, 95% confidence interval (CI) = [0.03, 0.71]. These results provide initial evidence that where young adult Latina/os live and grow up impacts the extent to which they find their ethnicity to be an essential part of their identity and, consequently, their perceived frequency of experiencing ethnic discrimination.

Immigrant Youth in Germany

2013 ◽  
Vol 18 (3) ◽  
pp. 158-168 ◽  
Author(s):  
Emily Frankenberg ◽  
Katharina Kupper ◽  
Ruth Wagner ◽  
Stephan Bongard
Keyword(s):  
School System ◽  
Large Scale ◽  
Age Groups ◽  
Well Being ◽  
Ethnic Discrimination ◽  
Emotional And Behavioral Problems ◽  
Sociocultural Adaptation ◽  
Age Related ◽  
German School ◽  
Transcultural Adaptation

This paper reviews research on young migrants in Germany. Particular attention is given to the question of how Germany’s history of migration, immigration policies, and public attitude toward migrants influence the transcultural adaptation of children and adolescents from different ethnic backgrounds. We combine past research with the results of new empirical studies in order to shed light on migrants’ psychological and sociocultural adaptation. Studies comparing young migrants and their German peers in terms of psychological well-being, life satisfaction, and mental health outcome suggest higher rates of emotional and behavioral problems among migrants of most age groups. With regard to adolescent populations between the ages of 14 and 17 years, however, the existence of differences between migrants and natives appears to be less clear. Research has also yielded inconsistent findings regarding the time trajectory of transcultural adaptation among adolescents. The coincidence of acculturation and age-related change is discussed as a possible source of these inconsistencies. Further, we provide an overview of risk and protective factors such as conflicting role expectations and ethnic discrimination, which may cause heightened vulnerability to adverse adaptation outcomes in some groups. Large-scale studies have repeatedly shown migrants of all age groups to be less successful within the German school system, indicating poor sociocultural adaptation. Possible explanations, such as the idiosyncrasies of the German school system, are presented. Our own studies contribute to the understanding of young migrants’ adaptation process by showing that it is their orientation to German culture, rather than the acculturation strategy of integration, that leads to the most positive psychological and sociocultural outcomes. The paper concludes by discussing implications for future cross-cultural research on young migrants and by suggesting recommendations for multicultural policies.

Validation of the Brief Perceived Ethnic Discrimination Questionnaire–Community Version in American Indians.

2021 ◽  
Vol 27 (1) ◽  
pp. 47-59
Author(s):  
Irene V. Blair ◽  
Chad Danyluck ◽  
Charles M. Judd ◽  
Spero M. Manson ◽  
Mark L. Laudenslager ◽  
...  
Keyword(s):  
American Indians ◽  
Ethnic Discrimination ◽  
Perceived Ethnic Discrimination

scholarly journals Ethnic Discrimination in the Dutch Labor Market: Differences Between Ethnic Minority Groups and the Role of Personal Information About Job Applicants—Evidence from a Field Experiment

2020 ◽  
Author(s):  
Lex Thijssen ◽  
Marcel Coenders ◽  
Bram Lancee
Keyword(s):  
Labor Market ◽  
Field Experiment ◽  
Ethnic Minority ◽  
Large Scale ◽  
Minority Groups ◽  
Personal Information ◽  
Empirical Support ◽  
Ethnic Discrimination ◽  
Ethnic Minority Groups ◽  
Large Scale Field

AbstractIn this study, we present the results of a large-scale field experiment on ethnic discrimination in the Dutch labor market. We sent fictitious job applications (N = 4211) to vacancies for jobs in ten different occupations in the Netherlands. By examining 35 different ethnic minority groups, we detect considerable differences in discrimination rates, predominantly between Western and non-Western minorities. Furthermore, we find little systematic variation in discrimination patterns with regard to gender, regions, and occupations, pointing to the existence of an ethnic hierarchy that is widely shared among employers. Finally, we do not find empirical support for the hypothesis that adding personal information in job applications reduces discrimination.

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