ABSTRACT Minority student school dropout represents a challenging issue for educational systems in many countries. Notwithstanding minority families' overall high academic aspirations, there is a stable achievement gap between majority and minority students. Minority students who are emotionally engaged with their school tend to be psychologically and socioculturally better adapted to their country of residence and, as a result, report higher academic success. Therefore, emotional school engagement represents a relevant factor for integration into the host society. The goal of this paper is to investigate the interrelation between ethnic and national identity, perceived discrimination, and perceived support from parents, peers, and teachers with emotional school engagement. Results indicate that cultural capital within the family, cultural self-identification, and perceived support from peers and teachers play an important role for students’ emotional school engagement.

中文翻译：

---

少数族裔青年的情感学校参与：文化认同、感知歧视和感知支持的相关性

摘要 少数民族学生辍学是许多国家教育系统面临的一个具有挑战性的问题。尽管少数族裔家庭的整体学术抱负很高，但多数族裔学生与少数族裔学生之间存在稳定的成绩差距。在情感上与学校互动的少数族裔学生往往在心理和社会文化上更能适应他们的居住国，因此他们的学业成绩更高。因此，情感上的学校参与是融入东道国社会的一个相关因素。本文的目的是调查种族和民族认同、感知歧视以及感知到的父母、同龄人和教师的支持与情感学校参与之间的相互关系。结果表明，家庭内的文化资本，