Discrimination among youth of immigrant descent in Germany. Do school and cultural belonging weaken links to negative socioemotional and academic adjustment?

Autor/inn/en	Kunyu, David K.; Juang, Linda P.; Schachner, Maja K.; Schwarzenthal, Miriam
Titel	Discrimination among youth of immigrant descent in Germany. Do school and cultural belonging weaken links to negative socioemotional and academic adjustment?
Quelle	In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 52 (2020) 3-4, S. 88-102Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0049-8637; 2190-6262
DOI	10.1026/0049-8637/a000231
Schlagwörter	Soziale Identität; Sozio-emotionaler Faktor; Anpassung; Soziale Integration; Jugend; Diskriminierung; Jugend; Lehrer; Partizipation; Physiologie; Schule; Stress; Soziale Identität; Soziale Integration; Entwicklung; Anpassung; Ethnische Gruppe; Nationalität; Mitschüler; Schule; Lehrer; Peer Group; Stress; Diskriminierung; Nationalität; Partizipation; Physiologie; Entwicklung; Ethnische Gruppe; Jugendlicher; Mitschüler
Abstract	Ethnic discrimination has a negative impact on the socioemotional, behavioral, relational, and academic adjustment of adolescents, while belonging with classmates, teachers, heritage, and national group may promote positive socioemotional and academic adjustment. We investigate (1) whether greater discrimination by peers and a lower sense of belonging with classmates, teachers, heritage group, and national group are associated with lower socioemotional and academic adjustment of adolescents of immigrant descent in Germany; and (2) whether a sense of belonging with these different sources acts as a protective factor lowering the negative effects of discrimination on adjustment. Our sample included 439 7th-grade adolescents (51 % female, M sub age = 12.4 years) of immigrant descent from 15 Berlin secondary schools. Results showed that higher discrimination was related to greater physiological stress, depressive symptoms, and disruptive school behavior. Higher heritage (but not national) identity, a higher sense of belonging with classmates and with teachers were associated with better socioemotional and academic adjustment. An examination of interaction effects between discrimination and forms of belonging on adjustment revealed that, while the association between discrimination and poorer adjustment weakened for those with higher heritage identity, the association between discrimination and physiological stress increased for those with higher teacher relatedness. We conclude that heritage identity (but not national identity or sense of belonging with classmates) can indeed be a protective factor against the negative effects of discrimination for adolescents of immigrant descent in Germany. Even though belonging with teachers may exacerbate discrimination effects, further investigation with longitudinal data is needed. The findings underline the important role of heritage ties among adolescents of immigrant descent as a source of adjustment, especially in light of discrimination experiences. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2022/2