Being the minority hurts or helps? A moderated mediation model of group membership, cross-cultural acceptance, and school adjustment
This study examined the relations between majority/minority group membership and cross-cultural acceptance, and their linkage to school adjustment. A total of 2,016 students (ethnic minority [EM]: 51%; boys: 50%) at Grades 2, 5, 8, and 11 from 15 schools in Hong Kong participated in the study. These...
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| Veröffentlicht in: | Group processes & intergroup relations 2021-12, Vol.24 (8), p.1355-1371 |
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| creator | Shum, Kathy Kar-man Chan, Winnie Wai Lan Tsoi, Emily Wing See Lam, Shui-fong |
| description | This study examined the relations between majority/minority group membership and cross-cultural acceptance, and their linkage to school adjustment. A total of 2,016 students (ethnic minority [EM]: 51%; boys: 50%) at Grades 2, 5, 8, and 11 from 15 schools in Hong Kong participated in the study. These schools were either of low (below 30%) or high EM concentrations (over 70%). EM students at low-EM-concentration schools and Chinese students at high-EM-concentration schools both belonged to the minority groups in their respective schools. Moderated mediation analyses showed that being the numerical minority in school predicted higher school engagement and more positive affect. The associations between numerical group membership and adjustment outcomes were each mediated by the intention to accept outgroup members. In other words, higher cross-cultural acceptance was found among students who were themselves the minority in school, and stronger outgroup acceptance, in turn, predicted better adjustment. |
| doi_str_mv | 10.1177/1368430220952137 |
| format | Article |
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Moderated mediation analyses showed that being the numerical minority in school predicted higher school engagement and more positive affect. The associations between numerical group membership and adjustment outcomes were each mediated by the intention to accept outgroup members. 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| ispartof | Group processes & intergroup relations, 2021-12, Vol.24 (8), p.1355-1371 |
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| language | eng |
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| source | Access via SAGE; Sociological Abstracts |
| subjects | Acceptance Adjustment Cultural groups Ethnic groups Group identity Intergroup relations Mediation Membership Minority & ethnic groups Minority groups Positive emotions School adjustment Schools Sociocultural factors Students |
| title | Being the minority hurts or helps? A moderated mediation model of group membership, cross-cultural acceptance, and school adjustment |
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