Page 181 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 181
contact-based interventions to reduce ethnic prejudice ...
Supportive intergroup relations are a crucial factor in the success-
ful integration of migrant and ethnic minority children and adolescents
into the local community, which is often negatively impacted by preju-
dice against ethnic majority children (Correa-Velez et al., 2015). Exposure
to ethnic prejudice creates an important risk factor for various societal,
emotional, behavioural and academic outcomes for the victim. It has been
linked to externalising behaviour, such as physical violence and promiscu-
ity, and internalising behaviour like suicidal tendencies (Tobler et al., 2013),
depression and anxiety (Benner & Graham, 2013). It can also lead to haz-
ardous behaviour like substance abuse, which is primarily used as a cop-
ing mechanism to reduce emotional distress (Gibbons et al., 2010). This can
be said for ethnic minorities in general, as they are commonly subjected to
discrimination, which puts them at risk of marginalisation by the major-
ity community (Dustmann & Preston, 2001). The victims of ethnic prej-
udice are often socially isolated and bullied, either physically or verbally
(Brenick et al., 2019) and are also more prone to lower academic perfor-
mance, perpetual truancy, and termination of their education (Benner &
Kim, 2009). Migrants and refugees are already at risk for academic fail-
ure since only 23% enter secondary school compared with 84% of all young
people (UNHCR, 2018), which is largely due to not achieving the learn-
ing standards of the host country, leading to less classroom participation
(Dryden-Peterson, 2015). Research shows that when negative implicit be-
liefs about ethnic minority members as being less intelligent and capable
are held and expressed by teachers and other students this can promote
learned helplessness and reduce the motivation to learn among ethnic mi-
nority students (Steele & Aronson, 1995). Ethnic minority students tend
to perform significantly below their native peers, with this difference be-
ing the most pronounced in highly developed European countries like the
Netherlands, Germany and France (Brind et al., 2008). They are more likely
to be absent from school, more likely to be expelled, not finish high school
and are less likely to continue with their education (Richardson, 2018).
Relationships with ethnic majority classmates are vitally important
because as they can worsen the already vulnerable position of migrants and
ethnic minorities in the school system, adding to previously present ethnic
discrimination in education, or can help to provide a safe learning environ-
ment that helps them cope with the host country’s learning standards and
to develop their academic potential.
181
Supportive intergroup relations are a crucial factor in the success-
ful integration of migrant and ethnic minority children and adolescents
into the local community, which is often negatively impacted by preju-
dice against ethnic majority children (Correa-Velez et al., 2015). Exposure
to ethnic prejudice creates an important risk factor for various societal,
emotional, behavioural and academic outcomes for the victim. It has been
linked to externalising behaviour, such as physical violence and promiscu-
ity, and internalising behaviour like suicidal tendencies (Tobler et al., 2013),
depression and anxiety (Benner & Graham, 2013). It can also lead to haz-
ardous behaviour like substance abuse, which is primarily used as a cop-
ing mechanism to reduce emotional distress (Gibbons et al., 2010). This can
be said for ethnic minorities in general, as they are commonly subjected to
discrimination, which puts them at risk of marginalisation by the major-
ity community (Dustmann & Preston, 2001). The victims of ethnic prej-
udice are often socially isolated and bullied, either physically or verbally
(Brenick et al., 2019) and are also more prone to lower academic perfor-
mance, perpetual truancy, and termination of their education (Benner &
Kim, 2009). Migrants and refugees are already at risk for academic fail-
ure since only 23% enter secondary school compared with 84% of all young
people (UNHCR, 2018), which is largely due to not achieving the learn-
ing standards of the host country, leading to less classroom participation
(Dryden-Peterson, 2015). Research shows that when negative implicit be-
liefs about ethnic minority members as being less intelligent and capable
are held and expressed by teachers and other students this can promote
learned helplessness and reduce the motivation to learn among ethnic mi-
nority students (Steele & Aronson, 1995). Ethnic minority students tend
to perform significantly below their native peers, with this difference be-
ing the most pronounced in highly developed European countries like the
Netherlands, Germany and France (Brind et al., 2008). They are more likely
to be absent from school, more likely to be expelled, not finish high school
and are less likely to continue with their education (Richardson, 2018).
Relationships with ethnic majority classmates are vitally important
because as they can worsen the already vulnerable position of migrants and
ethnic minorities in the school system, adding to previously present ethnic
discrimination in education, or can help to provide a safe learning environ-
ment that helps them cope with the host country’s learning standards and
to develop their academic potential.
181
