School belonging is pivotal in enabling sustained task engagement, yet minorities' belonging is contingent on the intergroup context. From a social identity approach, discrimination experiences elicit identity threat, undermining school belonging. Conversely, a positive diversity climate may shield belonging through protecting minority identities. This study addresses minority school belonging and task engagement from the interplay of identity threat and protection in diverse classrooms. We hypothesise that a positive diversity climate can buffer minority disengagement in response to discrimination by protecting school belonging. Drawing on Turkish and Moroccan minority samples (N = 1050) in 274 diverse classrooms in 52 Belgian secondary schools, we test multilevel models with school belonging as mediating process connecting minorities' engagement to the interplay of discrimination experiences with perceived diversity climate. Minority youth who experienced discrimination from teachers reported less school belonging, which in turn predicted lower task engagement. Conversely, minority perceptions of a positive diversity climate predicted more belonging. Moreover, perceived diversity climate buffered minority engagement against personal experiences of discrimination through protecting school belonging. Whereas discrimination experiences undermined minority school belonging and task engagement, minority perceptions of a positive diversity climate protected belonging and engagement against discrimination.

中文翻译：

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属于或不属于：在歧视面前保护少数群体的参与

学校归属感对于实现持续的任务参与至关重要，但少数群体的归属感取决于群体间的背景。从社会认同的角度来看，歧视经历会引发身份威胁，破坏学校归属感。相反，积极的多元化氛围可能会通过保护少数族裔身份来保护归属感。本研究从不同课堂中身份威胁和保护的相互作用来解决少数族裔学校归属感和任务参与问题。我们假设积极的多元化氛围可以通过保护学校归属感来缓冲少数族裔因歧视而脱离接触。利用 52 所比利时中学 274 个不同教室中的土耳其和摩洛哥少数民族样本（N = 1050），我们测试了多层次模型，将学校归属感作为连接少数民族的中介过程 参与歧视经历与感知多样性气候的相互作用。遭受教师歧视的少数族裔青年报告较少的学校归属感，这反过来预测较低的任务参与度。相反，少数群体对积极多样性气候的看法预示着更多的归属感。此外，感知到的多样性气候通过保护学校归属感来缓冲少数族裔对个人歧视经历的影响。尽管歧视经历会破坏少数族裔学校的归属感和任务参与度，但少数群体对积极多元化氛围的看法保护归属感和参与度不受歧视。这反过来预测了较低的任务参与度。相反，少数群体对积极多样性气候的看法预示着更多的归属感。此外，感知到的多样性气候通过保护学校归属感来缓冲少数族裔对个人歧视经历的影响。歧视经历破坏了少数族裔学校的归属感和任务投入，而少数群体对积极多元化氛围的看法保护归属感和投入不受歧视。这反过来预测了较低的任务参与度。相反，少数群体对积极多样性气候的看法预示着更多的归属感。此外，感知到的多样性气候通过保护学校归属感来缓冲少数族裔对个人歧视经历的影响。尽管歧视经历会破坏少数族裔学校的归属感和任务参与度，但少数群体对积极多元化氛围的看法保护归属感和参与度不受歧视。