Perceived Discrimination at School and Developmental Outcomes among Bai Adolescents: The Mediating Roles of Self-Esteem and Ethnic Identity

Although discrimination is widely acknowledged to impair developmental outcomes among ethnic minority adolescents, literature differentiating discrimination based on personal characteristics and group membership is lacking, especially in Chinese contexts, and the mechanisms of those relationships remain unclear. In response, the study presented here examined whether self-esteem mediates the relationship between perceived academic discrimination and developmental outcomes among such ethnic minority adolescents, and whether ethnic identity mediates the relationship between perceived ethnic discrimination and developmental outcomes. Multistage cluster random sampling performed in Dali and Kunming, China, yielded a sample of 813 Bai adolescents whose data was analysed in structural equation modelling. The results indicate that perceived academic discrimination had a direct negative effect on adolescents’ mental health, while perceived ethnic discrimination had direct negative effects on their behavioural adjustment and social competence. Perceived academic discrimination also indirectly affected adolescents’ behavioural adjustment, mental health, and social competence via self-esteem, whereas perceived ethnic discrimination indirectly affected their behavioural adjustment and social competence via ethnic identity. These findings deepen current understandings of how perceived discrimination, self-esteem, and ethnic identity affect the developmental outcomes of ethnic minority adolescents and provide practical recommendations for policymakers and social workers to promote those outcomes in China.

Why Disaster Subcultures Matter: A Tale of Two Communities: How and Why the 2007 Western Solomon Islands Tsunami Disaster Led to Different Outcomes for Two Ghizo Communities

At 07:45 a.m. on 2 April 2007, a tsunami hit Ghizo Island, western Solomon Islands in the south-west Pacific. Thirty-three people died on Ghizo, of whom 31 originated from a relatively small migrant Gilbertese community (transmigrated in the 1950s–1970s from Kiribati), while only two were from the majority Melanesian community. This paper documents an extensive 4-year study that addresses the potential core reasons for this asymmetrical casual impact. Community-participatory social science research was undertaken in two Gilbertese villages and two Melanesian villages. The four villages had similar spatial vulnerabilities due to their coastal location, although they had variable access to the safer higher ground. Gilbertese villages had less diverse ocean-reliant livelihoods, a limited knowledge of hinterland bush resource utilisation, uncertainties regarding land rights, and perceived ethnic discrimination. Melanesian villages had strong wantok and kastom social reciprocity cultures, a diverse set of livelihoods, wider social capital with other Melanesian communities, and greater security regarding land rights. This paper argues that these key factors—linked to the lower status as a migrant community of the Gilbertese, a limited sharing of knowledge between communities, government blind spots and power hierarchies—explain both the disproportionate impacts of the disaster and issues that impact longer-term aid intervention and social cohesion.

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

Ethnic 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.

Which Anxiety Symptoms are Associated with Perceived Ethnic Discrimination in Adolescents With an Immigrant Background?

This study assesses the specific anxiety symptoms that are present in the context of perceived ethnic discrimination in 696 (M age = 13.3, σ = .77, 57% girls) seventh and eighth-grade students with immigrant backgrounds from four different Canadian high schools. Multiple hierarchical linear regressions were conducted to determine the association between perceived ethnic discrimination and specific anxiety symptoms. Results demonstrate that perceived ethnic discrimination is significantly associated with more anxiety symptoms, such as panic/somatic, generalized anxiety, social phobia, and school phobia. Findings provide a better understanding of the association between perceived ethnic discrimination and anxiety symptoms reported by adolescents with an immigrant background. These findings could help school-based mental health professionals in the implementation of prevention and intervention measures aimed at reducing specific anxiety symptoms that are often present in the context of perceived ethnic discrimination.

Do We Stand Together? The Role of Perceived Personal and Group Threats in Predicting the Majority’s (Un)willingness to Confront Injustice on Behalf of a Minority

Purpose: By utilizing data from Estonia, Finland, and Norway, this study explores how the perceptions of personal and group realistic threats, namely perceived ethnic discrimination and economic insecurity among national majorities, predict their unwillingness to confront injustice on behalf of Russian-speaking minority groups.Background: Previous research on collective action to promote minorities’ rights and social standing has focused either on minorities’ own actions or factors promoting the willingness of majority group members to engage in collective action on behalf of minorities. In contrast, factors explaining the reluctance of majority group members to engage in collective action on behalf of minority groups have remained less explored. For example, studies have then ignored that the majority members may also feel threatened and may be economically insecure. Furthermore, the possible discrepancy between perceived personal vs. in-group’s situation may influence majority group members’ (un)willingness to confront injustice on behalf of a minority group.Method: We employed polynomial regression with response surface analysis to analyze data gathered among national majority members in three countries (N = 1,341).Results: Perceived personal and group realistic threats were associated with heightened unwillingness to confront injustice on behalf of the Russian-speaking minority. Furthermore, participants were more unwilling to confront injustice when they perceived more group than personal threat.Conclusion: We found that majority group members’ (un)willingness to confront injustice on behalf of the minority is related to how secure they perceive their own and their group status. Our results contribute to previous research by pointing out the important drawbacks of majorities’ support for minorities’ wish for social change.

Transnational and Local Co-ethnic Social Ties as Coping Mechanisms Against Perceived Discrimination - A Study on the Life Satisfaction of Turkish and Moroccan Minorities in the Netherlands

Perceived ethnic discrimination is known to decrease minorities’ life satisfaction. This research investigates the extent to which minorities’ local and transnational co-ethnic social ties mitigate the negative effects of perceived discrimination on life satisfaction. Put differently, focusing on the experiences of Turkish and Moroccan minorities, we discuss whether co-ethnic social ties, both locally and transnationally embedded, can be considered as coping mechanisms against perceived discrimination. Furthermore, we investigate whether these mechanisms work differently for first- and second-generation minorities. Using Netherlands Longitudinal Life-course Study, we reveal that perceived discrimination is positively associated with local co-ethnic social ties in Netherlands which consequently predicts higher life satisfaction for both generations. Surprisingly, we also show that only among the second generation perceived discrimination is associated with stronger transnational co-ethnic social ties, but not the first generation. Having these transnational ties however are beneficial for life satisfaction of both generations. Consequently, we highlight the importance of recognizing transnational embeddedness of minorities and studying the effects transnational co-ethnic social ties on subjective well-being outcomes especially for second-generation minorities.