A systematic review and meta-analysis of the associations between perceived teacher-based racial–ethnic discrimination and student well-being and academic outcomes.

Abstract

Although research has overwhelmingly demonstrated the negative consequences of perceived racial–ethnic discrimination on children’s and youth’s well-being and academic outcomes, context- and perpetrator-specific discrimination experiences are rarely disaggregated. Racial–ethnic discrimination in the school environment is common, and the perpetrators are often teachers who may treat racial–ethnic minority students unfairly. This work used a three-level multilevel approach to meta-analytically synthesize existing evidence with the aim to (a) document the links between perceived teacher-based racial–ethnic discrimination (TBRED) and students’ psychological, behavioral, and physical well-being, substance use, grade point average and school motivation, and (b) to examine whether these associations differ by sample and study characteristics. Based on 68 studies and 259 effect size estimates, we found that perceived TBRED is linked to lower well-being (r = −.15, 95% confidence interval [CI] [−.18, −.12]), higher substance use (r = .13, 95% CI [.06, .20]), and lower academic performance (r = −.16, 95% CI [−.20, −.13]) with substantial heterogeneity across effect sizes. Similarly, TBRED had small-to-medium negative associations within each domain of well-being and academics. The results were partially moderated by school racial–ethnic composition, suggestive of a protective function of a higher concentration of racial–ethnic minority students. In addition, more reliable scales and a greater number of items measuring TBRED were associated with stronger negative correlations with well-being. These findings highlight the importance of increasing awareness around issues of racism and discrimination in initial teacher training and professional development. We encourage further exploration of effect size heterogeneity and call for research on TBRED outside the United States.

ICCS 2022. Schulische Sozialisation und politische Bildung von 14-Jährigen im internationalen Vergleich

“…Gruppenunterschiede werden nicht als gegeben betrachtet, sondern es wird untersucht, wie diese Unterschiede durch die Schule als System und die Praxis der in der Schule handelnden Akteure hervorgebracht werden und welche Machtstrukturen dabei wirken (Pfaff & Tervooren, 2020). Diskriminierungserfahrung kann mit vielen negativen Folgen für Schüler*innen in Zusammenhang gebracht werden: So bedroht Diskriminierung die psychische und physische Gesundheit und erschwert den akademischen Erfolg (Civitillo et al, 2023;Schmitt et al, 2014). Schulische Akteure haben hier die Aufgabe und Möglichkeiten, präventive Arbeit zu leisten (Tippet et al, 2010;Ziemes & Gutzwiller-Helfenfinger, 2019).…”

Ethnic-Racial Socialization Through the Lens of German Young Adults of Turkish, Kurdish, East and Southeast Asian Heritage

“…Furthermore, what we know about racially marginalized youth's ERS outside of family settings relies on the studies reporting teachers (Civitillo, Mayer, et al, 2023;Karabulut, 2020), peers (Kunyu et al, 2021), "others" in general as perpetrators of (explicit, implicit) discrimination (Salentin, 2007) and subtle forms of discrimination (Juang et al, 2021). Some also explored teachers and peers as sources of socialization contents regarding cultural pluralism and equality/inclusion approaches (Schachner, 2019;Vietze et al, 2019) in school settings.…”

Ethnic-racial discrimination among young adults in higher education: How context shapes experiences, consequences, and coping

“…Contemporary research has extensively documented the deleterious social, psychological, and, physical impact of ethnic-racial discrimination on minoritized young people, including symptoms of higher levels of depression (Freitas et al, 2018;Nadal et al, 2014), social anxiety (D. R. Williams et al, 2019), lower self-esteem and wellbeing (Metzner et al, 2022), greater psychological distress (Benner et al, 2018;Civitillo et al, 2023;Schmitt et al, 2014), and an increase in health-impairing behaviors, including alcohol consumption, drug use, and smoking (Benner et al, 2018;Desalu et al, 2021). In addition, studies suggest that the impact of ethnic-racial discrimination on young adults extends beyond negative psychosocial well-being and could also affect their academic outcomes and motivation in the context of education (Sue et al, 2019).…”