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Autor/inn/enFreynet, Nathalie; Collins, Katherine Anne; Clément, Richard
TitelConsequences of Perceived Accent Discrimination for Psychological Adjustment and Resilience Effects
QuelleIn: Journal of Multilingual and Multicultural Development, 41 (2020) 10, S.858-871 (14 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0143-4632
DOI10.1080/01434632.2019.1660355
SchlagwörterPronunciation; Emotional Adjustment; Resilience (Psychology); Intercultural Communication; Individual Characteristics; Self Concept; Self Esteem; Native Language; French; Language Minorities; Social Discrimination; Foreign Countries; Nonstandard Dialects; Self Concept Measures; Measures (Individuals); Undergraduate Students; Student Attitudes; Canada; Rosenberg Self Esteem Scale
AbstractThis study examines whether an element of intergroup communication -- perceived accent discrimination -- is related to negative psychological outcomes, and whether personal characteristics can moderate this relation. Specifically, the objectives of this study are to explore whether ethnolinguistic identity and perceived legitimacy of discrimination interact to moderate the relation between perceived accent discrimination and daily language hassles as well as self-esteem. First language French speakers from regions where French is a minority language (n = 131) completed a series of questionnaires. Moderated moderation analyses were conducted using PROCESS for SPSS. These revealed that perceived discrimination is positively and significantly related to daily language hassles for those who have a weaker francophone identity and who perceive discrimination as being more legitimate. Francophone identity and perceived illegitimacy of discrimination were therefore found to protect against perceived daily language hassles, but not self-esteem. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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