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, M _age = 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轨迹和学校适应：学校多样性氛围的作用


本研究调查了学校种族歧视经历的轨迹，作为背景前因的多样性气候，以及作为结果的学校适应。在 70 所比利时学校（52.6% 的男生，M_年龄 = 15.07）中，1445 名具有土耳其和摩洛哥背景的少数民族青少年在 3 年（2012-2015 年）中反复自我报告的歧视模型揭示了四种轨迹：低 （72.5%）、中等 （16.6%）、初始高 （6.5%） 或越来越高的歧视 （4.4%）。与更多少数族裔同龄人就读的学校或重视文化多样性和平等的学校的青少年，更经常处于低歧视的轨迹中，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受持续或最初高度歧视。此外，在学校教育的任何时候——最初或以后——高度歧视都对青少年的学校适应有害。