Ethnic-racial identity, relatedness, and school belonging for adolescent New Zealanders: does student gender make a diff
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Ethnic‑racial identity, relatedness, and school belonging for adolescent New Zealanders: does student gender make a difference? Penelope W. St J. Watson1 · Mohamed Alansari1 · Frank C. Worrell2 · Christine M. Rubie‑Davies1 Received: 21 February 2019 / Accepted: 8 May 2020 © Springer Nature B.V. 2020
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. Keywords Ethnicity · Ethnic-racial attitudinal profiles · Gender · Adolescence · School belonging
* Penelope W. St J. Watson [email protected] 1
School of Learning, Development and Professional Practice, Faculty of Education and Social Work, The University of Auckland, Private Bag 92601, Auckland 1150, New Zealand
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Graduate School of Education, Berkeley Way West Building (BWW), University of California, Berkeley, 2121 Berkeley Way, Berkeley, CA 94720‑1670, USA
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1 Introduction Ethnic and racial identity have been associated with positive and negative outcomes that have either enhanced or inhibited belonging at school (Murphy and Zirkel 2015). Further, a sense of connectedness to school has been linked to school success and improved wellbeing (Huebner 2010) and gender has complicated ethnicracial differences in this regard (Chavous et al. 2008). Relatedness also has been implicated in school belonging (Grolnick and Ryan 1989), and light has been shed on individuals’ propensity for maladaptive and adaptive school outcomes by specifically exploring ethnic-racial attitudes (Oyserman et al. 2003). Much of the early research on cultural
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