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Ayala MC, Webb A, Maldonado L, Canales A, Cascallar E. Teacher's social desirability bias and Migrant students: A study on explicit and implicit prejudices with a list experiment. SOCIAL SCIENCE RESEARCH 2024; 119:102990. [PMID: 38609309 DOI: 10.1016/j.ssresearch.2024.102990] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Revised: 12/26/2023] [Accepted: 01/31/2024] [Indexed: 04/14/2024]
Abstract
Scholarly research has consistently shown that teachers present negative assessments of and attitudes toward migrant students. However, previous studies have not clearly addressed the distinction between implicit and explicit prejudices, or identified their underlying sources. This study identifies the explicit and implicit prejudices held by elementary and middle school teachers regarding the learning abilities of an ethnic minority group: Haitian students within the Chilean educational system. We use a list experiment to assess how social desirability and intergroup attitudes toward minority students influence teachers' prejudices. The findings reveal that teachers harbor implicit prejudices towards Haitian students and are truthful in reporting their attitudes, thereby contradicting the desirability bias hypothesis. We suggest that teachers rely on stereotypes associated with the students' nationality when assessing Haitian students' learning abilities. The implications of these results are discussed in relation to theories grounded in stereotypes and intergroup attitudes.
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Affiliation(s)
- M Constanza Ayala
- Millennium Nucleus for the Study of the Development of Early Math Skills (MEMAT), Vicuña Mackenna 4860, Macul, Santiago, Chile.
| | - Andrew Webb
- Pontificia Universidad Católica de Chile, Vicuña Mackenna 4860, Macul, Santiago, Chile; Centre for Intercultural and Indigenous Research (CIIR), Vicuña Mackenna 4860, Macul, Santiago, Chile.
| | - Luis Maldonado
- Pontificia Universidad Católica de Chile, Vicuña Mackenna 4860, Macul, Santiago, Chile; Centre for Social Conflict and Cohesion Studies (COES), Diagonal Paraguay 257, Santiago, Chile; National Research Center for Integrated Disaster Risk Management (CIGIDEN), Vicuña Mackenna 4860, Macul, Santiago, Chile.
| | - Andrea Canales
- Pontificia Universidad Católica de Chile, Vicuña Mackenna 4860, Macul, Santiago, Chile; Millennium Nucleus for the Study of Labor Market Mismatch (LM(2)C(2)), Santiago, Chile.
| | - Eduardo Cascallar
- Center for Professional Learning & Development, Corporate Training and Lifelong Learning, Dekenstraat 2, PB3772, 3000, Leuven, Belgium.
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Quilaqueo D, Riquelme E, Paez D, Mera-Lemp MJ. Dual educational rationality and acculturation in Mapuche people in Chile. Front Psychol 2023; 14:1112778. [PMID: 36949931 PMCID: PMC10025491 DOI: 10.3389/fpsyg.2023.1112778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Accepted: 02/03/2023] [Indexed: 03/08/2023] Open
Abstract
Even though Mapuche people represent the largest indigenous population in Chile, the "logic of double rationality" in their educational knowledge and its link with acculturation dynamics, has been scarcely studied. The aim of this study was to explore the relationships between the attitudes toward school education and the acculturation orientations of 468 Mapuche people, with ages from 17 to 53 years (M = 16.19; SD = 7.0). Participants were students of secondary schools and universities from urban and rural areas of different regions of Chile. Results showed that most of the participants presented a bicultural orientation (39.4%), followed by a group of segregated or ethnic identity profile (23.5%), while those who preferred assimilation (17.5%), and marginalization (20.7%) represented a minority. Results indicated that people identified as bicultural scored higher in the components of dual Mapuche/ Chilean Mestizo educational rationality than the other acculturation profiles. Also, the fluency in speaking Mapuche language was positively associated with the perception of cultural differences in knowledge and education between Mapuche and Chilean culture, the evaluation of the teaching of Mapuche culture, the perception of school as a factor of assimilation, the valuation of bicultural practices, and the justification of double rationality. Findings' contributions to the development of pertinent educational practices in contexts of social and cultural diversity are discussed.
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Affiliation(s)
- Daniel Quilaqueo
- Facultad de Educación, Universidad Católica de Temuco, Temuco, Chile
| | - Enrique Riquelme
- Facultad de Educación, Universidad Católica de Temuco, Temuco, Chile
- *Correspondence: Enrique Riquelme M.
| | - Darío Paez
- Faculty of Psychology, University of the Basque Country, San Sebastian, Spain
- Facultad de Educación y Ciencias Sociales, Universidad Andres Bello, Santiago, Chile
| | - María José Mera-Lemp
- Centro Cielo, Facultad de Ciencias Sociales y Comunicaciones, Universidad Santo Tomas, Santiago, Chile
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González R, Carvacho H, Jiménez-Moya G. Psicología y Pueblos Indígenas. Annu Rev Psychol 2022; 73:S1-S32. [DOI: 10.1146/annurev-psych-092421-034141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
La pregunta sobre la existencia de características comunes inherentes a la psicología de los pueblos Indígenas de todo el mundo ha sido objeto de mucho debate. Nosotros argumentamos que los pueblos Indígenas comparten la experiencia de la colonización, así como sus consecuencias sociales y psicológicas. Desarrollamos este argumento en cuatro secciones: ( a) La historia global de la colonización y las desigualdades sociales; ( b) aspectos relativos a la identidad y los procesos grupales, incluidas la transmisión intergeneracional de valores compartidos, la conexión con la naturaleza y la promoción del cambio social; ( c) el prejuicio y la discriminación hacia los pueblos Indígenas y el rol que juegan los procesos psicológicos para promover relaciones positivas entre los pueblos Indígenas y no-Indígenas; y ( d) el impacto del trauma histórico y del colonialismo en la cognición, la salud mental y el bienestar de los pueblos Indígenas, así como la base para el desarrollo de intervenciones exitosas que integran los conocimientos Indígenas. Por último, abordamos los desafíos futuros de la investigación sobre estos temas.
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Affiliation(s)
- Roberto González
- Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile;, ,
| | - Héctor Carvacho
- Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile;, ,
| | - Gloria Jiménez-Moya
- Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile;, ,
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González R, Carvacho H, Jiménez-Moya G. Psychology and Indigenous People. Annu Rev Psychol 2021; 73:431-459. [PMID: 34314601 DOI: 10.1146/annurev-psych-012921-045304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Whether there are common features inherent to the psychology of Indigenous peoples around the globe has been the subject of much debate. We argue that Indigenous peoples share the experience of colonization and its social and psychological consequences. We develop this argument across four sections: (a) the global history of colonization and social inequalities; (b) aspects concerning identity and group processes, including the intergenerational transmission of shared values, the connection with nature, and the promotion of social change; (c) prejudice and discrimination toward Indigenous peoples and the role of psychological processes to improve relations between Indigenous and non-Indigenous peoples; and (d) the impact of historical trauma and colonialism on dimensions including cognition, mental health, and the well-being of Indigenous peoples as well as the basis for successful interventions that integrate Indigenous knowledge. Finally, we address future challenges for research on these topics. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
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Affiliation(s)
- Roberto González
- Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile; , ,
| | - Héctor Carvacho
- Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile; , ,
| | - Gloria Jiménez-Moya
- Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile; , ,
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Chávez D, Palacios D, Luengo-Kanacri BP, Berger C, Jiménez-Moya G. The role of perspective-taking and low social class prejudice on cross-ethnic friendship formation. New Dir Child Adolesc Dev 2021; 2021:61-79. [PMID: 33786968 DOI: 10.1002/cad.20403] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Cross-ethnic friendships offer a unique opportunity for improving intergroup relations and reduce prejudice, yet ethnic segregation of friendship networks is often seen as a major obstacle to the integration of immigrant students in educational contexts. This article examines the role of perspective-taking abilities and prejudice towards low social class peers on the probability of cross-ethnic friendships in a sample of 242 students from five multicultural classrooms in Chile (Mage = 12.3; SD = 0.69, 45% girls). It was expected that students who reported high levels of perspective-taking abilities and low levels of prejudice towards low social class peers were more likely to form and maintain cross-ethnic friendships. Longitudinal network analysis (RSiena) was used to examine these hypotheses, confirming the role of both variables in fostering (and reducing) friendships among Chilean and immigrant adolescents. Results are discussed in light of an intersectional framework between social class and ethnicity. Implications for social-emotional interventions in multicultural educational contexts are also discussed.
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Affiliation(s)
- Daniela Chávez
- School of Psychology, Pontificia Universidad Católica de Chile, Avda. Vicuña Mackenna 4860, Macul, Santiago, Chile
| | - Diego Palacios
- Interuniversity Center for Social Science Theory and Methodology (ICS), University of Groningen, Grote Rozenstraat 31, 9712 TG, Groningen, The Netherlands
| | | | - Christian Berger
- School of Psychology, Pontificia Universidad Católica de Chile, Avda. Vicuña Mackenna 4860, Macul, Santiago, Chile
| | - Gloria Jiménez-Moya
- School of Psychology, Pontificia Universidad Católica de Chile, Avda. Vicuña Mackenna 4860, Macul, Santiago, Chile
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Flores J, Caqueo-Urízar A, Quintana L, Urzúa A, Irarrázaval M. Perceived discrimination and contextual problems among children and adolescents in northern Chile. PLoS One 2021; 16:e0246998. [PMID: 33606801 PMCID: PMC7894936 DOI: 10.1371/journal.pone.0246998] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2020] [Accepted: 01/30/2021] [Indexed: 12/24/2022] Open
Abstract
Discriminatory behaviors among inter-ethnic relations in schools have long been noted and studied, but there are several correlations between discriminatory behaviors and other constructs that need further investigation. As an example, the relation between perceived discrimination and contextual problems-which include family, school and peer problems-among children and adolescents in Latin America has received little attention from previous studies. Further, the mediating role of ethnic identification and collective self-esteem in this relation also needs to be considered as they could be proven as protective factors for discriminatory behavior and its outcomes. Therefore, this study aimed to, first, establish the relationship between perceived discrimination and contextual problems in inter-ethnic students aged 8-19 years living in Arica, Chile; and second, to identify the role that ethnic identification and collective self-esteem play within this relation. In order to investigate this matter, a cross-sectional study was carried out with 3700 students in 29 schools between the fourth year of primary education and the last year of secondary education, aged between 9-18 years, with 48.4% men and 51.6% women. The sample was divided into primary and secondary school groups. The scales utilized were the Everyday Discrimination Scale, Multi-Group Ethnic Identity Measure-Revised Scale, Collective Self-Esteem Scale and the dimensions of contextual family, school and peer problems, as well as the general index of contextual problems of the Child and Adolescent Assessment System. For data analysis, we tested a path analytic model at both the within and between levels to account for the relations between variables. In each group the models obtained an optimal fit. We found that perceived discrimination and ethnic identification were directly related to contextual problems (.23-.39), and collective self-esteem had only a mediating role. This study showed that strategized interventions focusing on ethnic identification and perceived discrimination should be utilized by schools to create a better developing environment.
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Affiliation(s)
- Jerome Flores
- Centro de Justicia Educacional y Escuela de Psicología y Filosofía, Universidad de Tarapacá, Arica, Arica y Parinacota, Chile
- * E-mail:
| | | | - Lirna Quintana
- Centro de Justicia Educacional y Escuela de Psicología y Filosofía, Universidad de Tarapacá, Arica, Arica y Parinacota, Chile
| | - Alfonso Urzúa
- Escuela de Psicología, Universidad Católica del Norte, Antofagasta, Antofagasta, Chile
| | - Matías Irarrázaval
- Departamento de Psiquiatría, Facultad de Medicina, Hospital Clínico Universidad de Chile, Santiago, Región Metropolitana, Chile
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Gaming for peace: Virtual contact through cooperative video gaming increases children's intergroup tolerance in the context of the Israeli–Palestinian conflict. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2021. [DOI: 10.1016/j.jesp.2020.104065] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Lam SF, Shum KKM, Chan WWL, Tsoi EWS. Acceptance of outgroup members in schools: Developmental trends and roles of perceived norm of prejudice and teacher support. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:676-690. [PMID: 33222192 DOI: 10.1111/bjep.12387] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2020] [Revised: 10/30/2020] [Indexed: 10/22/2022]
Abstract
BACKGROUND Schools around the world are increasingly diverse in ethnicity. Given the importance of peer acceptance in children's well-being and development, it is a pressing concern for educators to promote intergroup acceptance in schools. AIMS First, to examine the developmental trends of acceptance of outgroup members in both the ethnic minority and majority students. Second, to investigate how outgroup acceptance is subject to the interplay between perceived norm of prejudice, a risk factor in the macrosystem, and teacher support, a protective factor in the microsystem. SAMPLE The participants were 3,723 students (ethnic majority: 61%; boys: 51.9%; mean age: 13.7) at Grade 2, 5, 8, and 11 from 24 schools in Hong Kong. METHODS The students were asked to complete a battery of questionnaires regarding their willingness to accept outgroup members in schools, perceived societal norm of prejudice against ethnic minority group, and teacher support they received in schools. RESULTS It was found that ethnic minority students accepted outgroup members more than ethnic majority students accepted them. The difference was primarily driven by the low outgroup acceptance of ethnic majority students in Grades 2 and 5. The results of multi-level analysis revealed that outgroup acceptance was associated negatively with perceived norm of prejudice but positively with teacher support. The negative association between outgroup acceptance and perceived norm of prejudice was attenuated in schools with supportive culture. CONCLUSIONS The results point to the need of early intervention and the importance of cultivating school culture with strong social emotional support.
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Chan M, Kiang L, Witkow M. Correlates of Ethnicity-related Dating Preferences among Asian American Adolescents across the High School Years. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2020; 30:669-686. [PMID: 32077538 DOI: 10.1111/jora.12551] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Ethnicity-related dating preferences among Asian American adolescents and the links between preferences (i.e., for a same-ethnic dating partner) and ethnic identity centrality and regard, American identity centrality and regard, parent-adolescent closeness, and perceptions of discrimination were investigated. Data from 175 self-identified Asian American high school students were collected yearly for four consecutive years. Higher levels of ethnic identity centrality and regard and parent-adolescent closeness averaged across four years were associated with preferring a same-ethnic partner. Moreover, foreign-born adolescents were less likely to prefer a same-ethnic partner when they encountered a higher than average level of discrimination on any given year. Results highlight variability in the developmental and individual-level factors that shape how adolescents navigate their dating relationships.
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Balidemaj A, Small M. The effects of ethnic identity and acculturation in mental health of immigrants: A literature review. Int J Soc Psychiatry 2019; 65:643-655. [PMID: 31478453 DOI: 10.1177/0020764019867994] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
OBJECTIVES The purpose of this literature review was to highlight the studies on mental health in relation to acculturation and ethnic identity and to identify research gaps. The results can be used to help inform future immigrant mental health workers and policy makers as well as provide information about the implications of immigrant mental health. METHODS The literature search was conducted electronically, directed by a variety of key words. The search focused on five areas of immigrant mental health importance: (1) acculturation; (2) acculturation and mental health; (3) ethnic identity; (4) ethnic identity and mental health; and (5) acculturation, ethnic identity and mental health. A total of 171 articles were examined and 110 were included in the review. RESULTS The information is presented in the following categories: acculturation; acculturation and mental health; ethnic identity; ethnic identity and mental health; and acculturation, ethnic identity and mental health. Research gaps are also presented. CONCLUSION Overall, literature shows that acculturation, ethnic identity and mental health are closely related to one another affecting both, individuals and communities. This literature review will help to better inform practitioners who may encounter immigrants experiencing mental health issues due to acculturation and ethnic identity pressure. This review may also help policy makers identify specific obstacles that are not addressed in immigration policies which can affect the implementation of these policies. In addition, the information presented can be used as an instrument for researchers in the field. Despite the limited amount of information about immigrant mental health challenges, much work remains to fully support the affected individuals and their families.
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Affiliation(s)
- Albina Balidemaj
- 1 Rochester Institute of Technology Kosovo (RIT Kosovo), Prishtina, Kosovo
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Compatible or conflicting? Peer norms and minority and majority adolescents' acculturation patterns. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2019.101074] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
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Najjar K, Naser SC, Clonan-Roy K. Experiences of Arab heritage youth in US schools and impact on identity development. SCHOOL PSYCHOLOGY INTERNATIONAL 2019. [DOI: 10.1177/0143034319831057] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
To fulfill the promise of inclusive school environments that support all students, it is necessary to understand the mechanisms by which discrimination and support occur in the school setting and how these mechanisms impact student development. The current study explored ways schools facilitate supportive or marginalizing experiences for first generation Arab heritage youth in the United States and investigated how these experiences impact acculturative experiences and identity negotiation for these students. Focus groups were conducted with 21 Arab American early college students and community dwellers. Qualitative analyses revealed three mechanisms by which the school setting uniquely impacts Arab heritage student's identity negotiation in high school: 1) peer and teacher discrimination; 2) school curriculum treatment of Arab history and culture; 3) and broader school structures that allow for student cultural expression. Implications and suggestions for School Psychologists are discussed.
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Spiegler O, Sonnenberg K, Fassbender I, Kohl K, Leyendecker B. Ethnic and National Identity Development and School Adjustment: A Longitudinal Study With Turkish Immigrant-Origin Children. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2018. [DOI: 10.1177/0022022118769773] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
We examined developmental trajectories of ethnic and national identity during early adolescence and linked subgroups of identity change to ethnic minority children’s school adjustment. Our longitudinal data on Turkish immigrant-origin children in Germany ( N = 146; MT1 = 10.42 years, 46.6% male) covered three waves of annual measurement. A person-oriented approach using growth mixture modeling revealed two different classes (subgroups) of identity change: Class 1 comprised children with a high and stable Turkish identity, and Class 2 comprised children with a medium and increasing Turkish identity. German identity was medium and stable in both classes. Results further showed generally high levels of school adjustment in both classes but lower levels of school motivation and teacher support among children in Class 2. Our findings point toward heterogeneity in ethnic minority children’s identity development during early adolescence and support the “ethnic identity as a resource” hypothesis.
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Seaton EK, Quintana S, Verkuyten M, Gee GC. Peers, Policies, and Place: The Relation Between Context and Ethnic/Racial Identity. Child Dev 2017; 88:683-692. [DOI: 10.1111/cdev.12787] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Affiliation(s)
- Wim Meeus
- Utrecht University
- Tilburg University
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