Ethnic Microaggressions and Adolescents' Self-Esteem and Academic Futility: The Protective Role of Teachers

Autor/inn/en	D'hondt, Fanny; Maene, Charlotte; Stevens, Peter A. J.
Titel	Ethnic Microaggressions and Adolescents' Self-Esteem and Academic Futility: The Protective Role of Teachers
Quelle	In: Youth & Society, 56 (2024) 1, S.193-216 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (D'hondt, Fanny) ORCID (Maene, Charlotte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X221150021
Schlagwörter	Ethnic Groups; Aggression; Cultural Differences; Foreign Countries; Self Esteem; Muslims; Secondary School Students; Racial Discrimination; Well Being; Student Characteristics; Immigrants; Correlation; Academic Ability; Self Concept; Teacher Role; Teacher Student Relationship; Belgium + Suchen Sie Ihr Suchwort? Ethnie; Kultureller Unterschied; Ausland; Self-esteem; Selbstaufmerksamkeit; Muslim; Muslimin; Sekundarschüler; Racial bias; Rassismus; Well-being; Wellness; Wohlbefinden; Immigrant; Immigrantin; Immigranten; Korrelation; Selbstkonzept; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Belgien
Abstract	The central focus of this study is the perceived frequency and consequences of ethnic microaggressions. Research in this area of adolescent literature on ethnic discrimination is underdeveloped. Evidence showing that microaggressions are not interchangeable with blatant forms of discrimination and can have a severe negative impact on well-being is scarce. This study focuses on (a) three subdimensions of microaggressions (denial of ethnic reality, emphasis on differences, and negative treatment, (b) differences in frequency based on Muslim affiliation, country of origin, and generational status, (c) the relationship of microaggressions with self-esteem and sense of academic futility, and (d) the protective role of teachers. We use a dataset of 2,763 students of immigrant descent from 64 Belgian secondary schools. The results show that a denial of ethnic reality and negative treatment are related to less self-esteem and more academic futility. The opposite is true for emphasis on differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01