How diversity approaches affect ethnic minority and majority adolescents: Teacher-student relationship trajectories and school outcomes

G Baysu*, J Hillekens, K Phalet, K Deaux

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

Abstract

This study aimed to relate school diversity approaches to continuity and change in teacher–student relationships, comparing Belgian-majority (N = 1,875, Mage = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, Mage = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over 3 years revealed three trajectories per group: normative-positive (high support, low rejection) and decreasing-negative (moderate support, high-decreasing rejection) for both groups, increasing-negative (moderate support, low-increasing rejection) for minority, moderate-positive (moderate support, low rejection) for majority youth. Trajectories differed between age groups. Student and teacher perceptions of equality and multiculturalism afforded, and assimilationism threatened, normative-positive trajectories for minority youth. Diversity approaches had less impact on majority trajectories. Normative-positive trajectories were related to improved school outcomes; they were less likely, but more beneficial for minority than majority youth.
Original languageEnglish
Pages (from-to)367-387
JournalChild Development
Volume92
Issue number1
DOIs
Publication statusPublished - 2021
Externally publishedYes

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