Minority Adolescents in Ethnically Diverse Schools: Perceptions of Equal Treatment Buffer Threat Effects

Abstract

Abstract:Can perceptions of equal treatment buffer the negative effects of threat on the school success of minority students? Focusing on minority adolescents from Turkish and Moroccan heritage in Belgium (M_age = 14.5; N = 735 in 47 ethnically diverse schools), multilevel mediated moderation analyses showed: (1) Perceived discrimination at school predicted lower test performance; (2) Experimentally-manipulated stereotype threat decreased performance (mediated by increased disengagement); (3) Perceived equal treatment at school predicted higher performance (mediated by decreased disengagement); and (4) Personal and peer perceptions of equal treatment buffered negative effects of discrimination and stereotype threat. Thus, (situational) stereotype threat and perceived discrimination at school both undermine minority student success, whereas perceived equal treatment can provide a buffer against such threats.Child Development AbstractCan perceptions of equal treatment buffer the negative effects of threat on the school success of minority students? Focusing on minority adolescents from Turkish and Moroccan heritage in Belgium (M_age = 14.5; N = 735 in 47 ethnically diverse schools), multilevel mediated moderation analyses showed: (1) Perceived discrimination at school predicted lower test performance; (2) Experimentally-manipulated stereotype threat decreased performance (mediated by increased disengagement); (3) Perceived equal treatment at school predicted higher performance (mediated by decreased disengagement); and (4) Personal and peer perceptions of equal treatment buffered negative effects of discrimination and stereotype threat. Thus, (situational) stereotype threat and perceived discrimination at school both undermine minority student success, whereas perceived equal treatment can provide a buffer against such threats. Perceptions of equal treatment buffer threat effects In today's increasingly ethnically and racially diverse schools, immigrant children from an early age are vulnerable to social exclusion and discrimination based on minority group membership (Killen, Mulvey, & Hitti, 2013; Killen & Rutland, 2011). Experiences of social exclusion in adolescence cast a shadow over future developmental outcomes, as they typically predict poor academic engagement and performance (Buhs, Ladd, & Herald, 2006; Killen, Rutland, Abrams, Mulvey, & Hitti, 2013;Wentzel, 2009). Following up on earlier research on intergroup exclusion (Killen, Mulvey, et al., 2013), our research examines the intergroup experiences of Turkish and Moroccan minority adolescents, most of whom areMuslims; and the consequences of these experiences for academic engagement and performance. Focusing on adolescence is important because this is the age when young people's views on society and diversity are formed, as they become increasingly aware of their social standing (Rubin, Bukowski, & Parker, 2006), and hence become more susceptible to identity threat.Identity threat is a key risk factor in adolescence. From a social-identity approach t...

From equality and inclusion to cultural pluralism – Evolution and effects of cultural diversity perspectives in schools

“…Amongst immigrant or ethnic minority students, a perceived emphasis on equality and inclusion at school was associated with lower individually perceived peer discrimination (Bellmore, Nishina, You, & Ma, 2012). Perceived equal treatment of all students at school was also found to buffer the negative effects of stereotype threat (Baysu, Celeste, Brown, Verschueren, & Phalet, 2016) and perceived ethnic discrimination (Heikamp, Van Laar, Verschueren, & Phalet, 2016) on school belonging and academic outcomes amongst mid-adolescent immigrant students.…”

Equity and Justice in Developmental Science: Discrimination, Social Exclusion, and Intergroup Attitudes

“…In a recent study investigating discrimination outside of the U.S. context, Baysu, Celeste, Brown, Vershueren, and Phalet () also find discrimination, together with negative stereotypes and perceptions of unequal treatment, within the school context predicting more negative cognitive task performance among Turkish and Moroccan minority youth in Belgium. Importantly, this effect was mediated through task disengagement.…”

“…() study focused on the consequences of sources and types of discrimination on academic and socioemotional development longitudinally, the Baysu et al. () study focused on individual‐level mediating mechanisms that link discriminatory treatment with youth outcomes.…”

“…The Baysu et al. () article underscores the importance of considering how discriminatory processes are enacted in contexts outside of the United States. While the histories of ethnic minority groups are unique to each country, there are likely certain universal principles of race‐ and ethnicity‐based discrimination that transcend geographical or historical boundaries.…”

“…This lack of knowledge bears on their expectations of how they expect groups to respond to members that are disloyal to the norms of the group. With age, and in ethnically diverse schools, perceptions of equal treatment buffers threat effects for minority adolescents, revealing the importance of promoting equity and equality norms in school contexts (Baysu et al., ).…”