ISSN:
0047-2891
,
0047-2891
Language:
English
Pages:
1 Online-Ressource (24 Seiten)
Publ. der Quelle:
: Springer Nature, 2025
Angaben zur Quelle:
54,7, Seiten 1732-1755
DDC:
300
Keywords:
Discriminatory climate
;
Teaching quality
;
Reading comprehension
;
Reading motivation
;
School belonging
;
Sozialwissenschaften
Abstract:
AbstractDiscriminatory teacher beliefs and behaviors, as reflected in a discriminatory climate, are negatively related to student adjustment, but little is known about the classroom processes contributing to this relationship. This study investigated the role of teaching quality as a mechanism behind the associations between a discriminatory climate at school and students’ school adjustment. The study used PISA data collected in Germany in 2018 (N = 2947; Mage = 15.47 years, SD = 0.65; 48.4% girls) and included ninth graders (1) from ethnically minoritized groups that are highly stigmatized (i.e., with heritage from Turkey, the SWANA region, sub-Saharan Africa, and Kurdish areas; n = 198), (2) from other ethnically minoritized groups (n = 445), and (3) from the ethnic majority (n = 2304). The students in Group 1 reported a more discriminatory climate at school than the other student groups did. Multilevel analyses revealed that a discriminatory climate was negatively related to all three indicators of school adjustment (i.e., reading comprehension, reading motivation, and school belonging). Adolescents who perceived a stronger discriminatory climate experienced lessons as less structured and more disruptive, highlighting the mediating role of classroom management in the relationship between discriminatory climate and adolescents’ school adjustment. Thus, a discriminatory climate at school hampers adolescents’ educational outcomes not only directly, but also via teachers’ instructional behavior in class.
Abstract:
Peer Reviewed
DOI:
10.1007/s10964-025-02147-2
URN:
urn:nbn:de:kobv:11-110-18452/34803-0
URL:
Volltext
(kostenfrei)
