Ethnic-Racial Identity, Relatedness, and School Belonging for Adolescent New Zealanders: Does Student Gender Make a Difference?

Autor/inn/en	Watson, Penelope W. St J.; Alansari, Mohamed; Worrell, Frank C.; Rubie-Davies, Christine M.
Titel	Ethnic-Racial Identity, Relatedness, and School Belonging for Adolescent New Zealanders: Does Student Gender Make a Difference?
Quelle	In: Social Psychology of Education: An International Journal, 23 (2020) 4, S.979-1002 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watson, Penelope W. St J.) ORCID (Alansari, Mohamed) ORCID (Worrell, Frank C.) ORCID (Rubie-Davies, Christine M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-020-09563-1
Schlagwörter	Racial Identification; Identification (Psychology); Sense of Community; Foreign Countries; Gender Differences; Well Being; Adolescents; Student Attitudes; Outcomes of Education; Multivariate Analysis; Racial Differences; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; Well-being; Wellness; Wohlbefinden; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Lernleistung; Schulerfolg; Multivariate Analyse; Rassenunterschied; Neuseeland
Abstract	Attitudes toward ethnic and racial identity have been linked to both wellbeing and maladaptive outcomes that affect belonging at school. Further, relatedness (or connectedness) as an indicator of school belonging has been positively associated with adaptive forms of motivation, acceptance of school, protection against risk factors, and scholastic success. Feelings of school belonging have varied among individuals from different ethnic-racial group and genders. In the current study, we employed cluster analysis to investigate how New Zealand Adolescents' ethnic-racial attitudinal profiles were associated with school relatedness for clusters overall, and among and within clusters by student gender. Differences were found for school belonging among the ethnic-racial cluster overall, with a notable advantage indicated for Multiculturalists (those accepting a diversity of cultural oeuvres). Notably, the adaptive role of identifying with at least one ethnic-racial identity and optimally, embracing other cultural outlooks too, was evidenced to enhance school belonging. Conversely, at least in the New Zealand context, eschewing ethnic-racial identity placed participants at risk of disengaging with school. In terms of within-cluster gender difference, in the Low Race Salience cluster (identified as maladaptive), males demonstrated a markedly lower sense of school belonging than females. Such findings have implications for teaching and learning, and future research to implement interventions enhancing school belonging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01