How Diversity Approaches Affect Ethnic Minority and Majority Adolescents: Teacher-Student Relationship Trajectories and School Outcomes

Autor/inn/en	Baysu, Gülseli; Hillekens, Jessie; Phalet, Karen; Deaux, Kay
Titel	How Diversity Approaches Affect Ethnic Minority and Majority Adolescents: Teacher-Student Relationship Trajectories and School Outcomes
Quelle	In: Child Development, 92 (2021) 1, S.367-387 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baysu, Gülseli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13417
Schlagwörter	Minority Group Students; Age Groups; Outcomes of Education; Teacher Student Relationship; Diversity; Educational Practices; Comparative Analysis; Rejection (Psychology); Peer Groups; Student Attitudes; Teacher Attitudes; Foreign Countries; Immigrants; Student Characteristics; Equal Education; Acculturation; Educational Benefits; Ethnic Groups; Secondary School Students; Belgium; Morocco; Turkey + Suchen Sie Ihr Suchwort? Age grop; Altersgruppe; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungspraxis; Ablehnung; Gleichaltrigengruppe; Peer Group; Schülerverhalten; Lehrerverhalten; Ausland; Immigrant; Immigrantin; Immigranten; Akkulturation; Bildungsertrag; Ethnie; Sekundarschüler; Belgien; Marokko; Türkei
Abstract	This study aimed to relate school diversity approaches to continuity and change in teacher-student relationships, comparing Belgian-majority (N = 1,875, M[subscript age] = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, M[subscript age] = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over 3 years revealed three trajectories per group: normative-positive (high support, low rejection) and decreasing-negative (moderate support, high-decreasing rejection) for both groups, increasing-negative (moderate support, low-increasing rejection) for minority, moderate-positive (moderate support, low rejection) for majority youth. Trajectories differed between age groups. Student and teacher perceptions of equality and multiculturalism afforded, and assimilationism threatened, normative-positive trajectories for minority youth. Diversity approaches had less impact on majority trajectories. Normative-positive trajectories were related to improved school outcomes; they were less likely, but more beneficial for minority than majority youth. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01