ABSTRACT

The present study examined how teachers respond to ethnic-victimization, and whether teachers’ responses buffer the effect of such aversive encounters on immigrant youth’s psychological adjustment. The sample included youth of immigrant background residing in Sweden (N = 423; M_age = 13.19, SD = .51; 44% girls), and their head class teachers. Cluster analysis revealed three subgroups of teachers based on their responses to ethnic victimization: (1) high in enlisting parents; (2) high in initiating discussions with other teachers; (3) high in multiple forms of strategies (i.e., authority-based interventions, comforting and supporting the victim, contacting parents, and initiating discussions with other teachers). The effects of ethnic victimization on youth’s depressive symptoms and self-esteem were significantly lower when teachers used multiple forms of strategies than when teachers used collaborative actions or enlisted parents. The findings highlight the importance of approaching ethnic victimization as a multi-dimensional phenomenon, thereby accessing multiple actors so as better to combat aversive effects on the victim.

摘要

本研究考察了教师如何应对种族受害，以及教师的反应是否缓冲了这种厌恶性遭遇对移民青年心理调整的影响。样本包括居住在瑞典的移民背景青年（N = 423；M_年龄 = 13.19，SD = .51；44% 的女孩），以及她们的班级老师。聚类分析根据教师对种族受害的反应显示了三个亚组：（1）招募父母的比例高；(2) 主动与其他教师讨论；(3) 多种形式的策略（即基于权威的干预、安慰和支持受害者、联系父母以及与其他教师展开讨论）的策略高。当教师使用多种形式的策略时，种族受害对青年抑郁症状和自尊的影响显着低于教师使用协作行动或招募父母时。调查结果强调了将种族受害作为一种多维现象来处理的重要性，从而接触到多个参与者，以便更好地对抗对受害者的厌恶影响。