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The role of the source of discrimination in relation to minority Muslim youths' psychosocial well-being has received remarkably little attention in the post-9/11 climate. We have examined one of the aspects of psychosocial well-being that is given prominent attention in the media and public discourse, namely externalising behaviour. The article reports whether perceived discrimination by four sources (school peers and teachers, peers, and adults outside the school) is related to externalising behaviour. Links between perceived discrimination sources and externalising behaviour among Dutch Muslim youths (n = 308, ages 14-18) were examined through surveys. The quantitative findings guided our qualitative analyses of interviews with 10 Muslim Dutch youths on their accounts of discrimination in the school context. When comparing different discrimination sources, only teacher discrimination was found to predict externalising behaviour significantly (explaining 15% of the variance). The qualitative follow-up illustrated the significance of teacher discrimination: Some Muslim youths felt that their teachers held back their school progress, while others reported receiving insults from teachers about their parents' native country and their religion. We argue that students' perceived powerlessness within the teacher-student relationship deserves further attention, as some Dutch Muslim youths reported painful experiences, with perceived teacher discrimination linked to higher levels of externalising behaviour.
The role of the source of discrimination in relation to minority Muslim youths' psychosocial well-being has received remarkably little attention in the post-9/11 climate. We have examined one of the aspects of psychosocial well-being that is given prominent attention in the media and public discourse, namely externalising behaviour. The article reports whether perceived discrimination by four sources (school peers and teachers, peers, and adults outside the school) is related to externalising behaviour. Links between perceived discrimination sources and externalising behaviour among Dutch Muslim youths (n = 308, ages 14-18) were examined through surveys. The quantitative findings guided our qualitative analyses of interviews with 10 Muslim Dutch youths on their accounts of discrimination in the school context. When comparing different discrimination sources, only teacher discrimination was found to predict externalising behaviour significantly (explaining 15% of the variance). The qualitative follow-up illustrated the significance of teacher discrimination: Some Muslim youths felt that their teachers held back their school progress, while others reported receiving insults from teachers about their parents' native country and their religion. We argue that students' perceived powerlessness within the teacher-student relationship deserves further attention, as some Dutch Muslim youths reported painful experiences, with perceived teacher discrimination linked to higher levels of externalising behaviour.
Sosyal uyum en genel anlamıyla insanların birlikte yaşadıkları topluluklar için nasıl hissettikleri, birbirlerine saygı gösterip göstermedikleri, güvenli ve içten bir çevrede yaşadıklarını ne düzeyde hissettikleri üzerinden değerlendirilmektedir. Bununla birlikte, sosyal uyumun literatürde daha çok işlevsel hedeflerle ve hatalı olarak kullanıldığı, nadiren tanımlandığı, kavramın açıklıktan ve netlikten uzak kaldığı anlaşılmaktadır. Bu noktadan hareketle bu çalışmada sosyal uyum kavramını ele almak okuyucular, araştırmacılar ve saha çalışanları için kavramsal bir çerçeve oluşturmak amaçlanmıştır. Çalışma sonucunda sosyal uyum kavramı (1) ayrışmalardan doğan tehditlerle mücadele ve (2) sosyal ilişkilerin ve sosyal sermayenin güçlendirilmesi biçiminde iki boyutta ele alınmıştır. Birincisi (i) zenofobiaya karşı duruş, (ii) ayrımcılığın ve (iii) sosyal dışlanmanın önlenmesi; ikincisi ise (iv) sosyal temasın arttırılması, (v) sosyal mesafenin azaltılması ve (vi) sosyal sermayenin güçlendirilmesi üzerinden somutlaştırılmıştır. Bu altı olgu aynı zamanda sosyal uyumun temel göstergeleri olarak değerlendirilmiştir.
The increasing application of intersectionality to the psychological study of identity development raises questions regarding how we as researchers construct and operationalize social identity categories, as well as how we best capture and address systems of oppression and privilege within our work. In the continental European context, the use of the intersectionality paradigm raises additional issues, since "race" was officially removed from the vernacular following the atrocities of WWII, yet racialized oppression continues to occur at every level of society. Within psychological research, participants are often divided into those with and without "migration background," which can reiterate inequitable norms of national belonging while washing over salient lived experiences in relation to generation status, citizenship, religion, gender, and the intersection between these and other social locations. Although discrimination is increasingly examined in identity development research, rarely are the history and impact of colonialism and related socio-historical elements acknowledged. In the current paper, we aim to address these issues by reviewing previous research and discussing theoretical and practical possibilities for the future. In doing so, we delve into the problems of trading in one static social identity category (e.g., "race") for another (e.g., "migration background/migrant") without examining the power structures inherent in the creation of these top-down categories, or the lived experiences of those navigating what it means to be marked as a racialized Other. Focusing primarily on contextualized ethno-cultural identity development, we discuss relevant examples from the continental European context, highlighting research gaps, points for improvement, and best practices.
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