This study investigated trajectories of ethnic discrimination experiences in school, diversity climates as contextual antecedents, and school adjustment as outcome. Latent‐Growth‐Mixture‐Models of repeated self‐reported discrimination over 3 years (2012–2015) by 1445 ethnically‐minoritized adolescents of Turkish and Moroccan background in 70 Belgian schools (52.6% boys, Mage = 15.07) revealed four trajectories: low (72.5%), moderate (16.6%), initially‐high (6.5%), or increasingly high discrimination (4.4%). Adolescents who attended schools with more minoritized peers, or schools that valued cultural diversity and equality, were more often in low‐discrimination trajectories, which predicted better academic outcomes. Overall, school diversity climates can protect minoritized adolescents from experiencing persistent or initially high discrimination over time. Moreover, high discrimination at any point in schooling—initially or later—is harmful to adolescents' school adjustment.

中文翻译：

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少数民族青少年的种族歧视和学校适应轨迹：学校多元化氛围的作用


这项研究调查了学校中种族歧视经历的轨迹、作为背景因素的多样性气候以及作为结果的学校调整。潜在增长混合模型 3 年（2012-2015 年）期间，70 所比利时学校的 1445 名土耳其和摩洛哥背景的少数族裔青少年反复自我报告歧视（52.6% 是男孩，中号年龄= 15.07）揭示了四种轨迹：低（72.5％）、中等（16.6％）、最初高（6.5％）或越来越高的歧视（4.4％）。就读于少数民族同龄人较多的学校或重视文化多样性和平等的学校的青少年往往处于低歧视轨迹，这预示着更好的学业成绩。总体而言，学校多元化氛围可以保护少数族裔青少年随着时间的推移免遭持续或最初的高度歧视。此外，学校教育中任何阶段的高度歧视——无论是开始还是之后——都会损害青少年的学校适应。