Perceived Teacher Discrimination and Depressive Feelings in Adolescents: The Role of National, Regional, and Heritage Identities in Flemish Schools

Charlotte Maene; Fanny D'hondt; Caspar J Van Lissa; Jochem Thijs; Peter A J Stevens

doi:10.1007/s10964-022-01665-7

Perceived Teacher Discrimination and Depressive Feelings in Adolescents: The Role of National, Regional, and Heritage Identities in Flemish Schools

Charlotte Maene, Fanny D'hondt, Caspar J Van Lissa, Jochem Thijs, Peter A J Stevens

Ghent University

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Adolescents' identities are multiple, yet there is very little research that investigates the importance of intersecting identities, especially in relationship to teacher ethnic/racial discrimination and mental health. Multiplicity is often approached bi-dimensional (heritage and national identities) yet this study highlights the importance of regional identity. Regions are distinct socio-political contexts in relation to migration and integration dynamics. Hence, this study investigates for different combinations of national, heritage and regional identities (i.e. Flemish, Belgian and Turkish or Moroccan) the relationship between students' experiences with teacher ethnic/racial discrimination and students' depressive feelings. Latent Class Analysis of survey data involving a sample of 439 adolescents (M age = 18, SD = 0.93; Girls = 49%) with Turkish (41%) or Moroccan origin in Flanders, shows three identification classes: full integration (35%), national integration (40%) and (weak) separation (24%). All these identity profiles had in common that heritage identification was high, yet they were highly distinct due to variation in national and regional identification. Additional, multilevel modelling showed that nationally integrated adolescents were less depressed than fully integrated adolescents. This finding illustrates the importance of adolescents' identity multiplicity for understanding their resilience in relation to teacher discrimination.

Original language	English
Pages (from-to)	2281–2293
Number of pages	13
Journal	Journal of Youth and Adolescence
Volume	51
Early online date	20 Aug 2022
DOIs	https://doi.org/10.1007/s10964-022-01665-7
Publication status	Published - Dec 2022

Bibliographical note

Funding Information:
The data used for this study has been collected with funding from the Flemish Research Foundation [Grant number: G062114N]. The author(s) received no financial support for the research, authorship, and/or publication of this article.

Publisher Copyright:
© 2022, The Author(s).

Keywords

Depression
Ethnic/racial discrimination
Identity multiplicity
Mental health
Secondary education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Cite this

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title = "Perceived Teacher Discrimination and Depressive Feelings in Adolescents: The Role of National, Regional, and Heritage Identities in Flemish Schools",

abstract = "Adolescents' identities are multiple, yet there is very little research that investigates the importance of intersecting identities, especially in relationship to teacher ethnic/racial discrimination and mental health. Multiplicity is often approached bi-dimensional (heritage and national identities) yet this study highlights the importance of regional identity. Regions are distinct socio-political contexts in relation to migration and integration dynamics. Hence, this study investigates for different combinations of national, heritage and regional identities (i.e. Flemish, Belgian and Turkish or Moroccan) the relationship between students' experiences with teacher ethnic/racial discrimination and students' depressive feelings. Latent Class Analysis of survey data involving a sample of 439 adolescents (M age = 18, SD = 0.93; Girls = 49%) with Turkish (41%) or Moroccan origin in Flanders, shows three identification classes: full integration (35%), national integration (40%) and (weak) separation (24%). All these identity profiles had in common that heritage identification was high, yet they were highly distinct due to variation in national and regional identification. Additional, multilevel modelling showed that nationally integrated adolescents were less depressed than fully integrated adolescents. This finding illustrates the importance of adolescents' identity multiplicity for understanding their resilience in relation to teacher discrimination. ",

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note = "Funding Information: The data used for this study has been collected with funding from the Flemish Research Foundation [Grant number: G062114N]. The author(s) received no financial support for the research, authorship, and/or publication of this article. Publisher Copyright: {\textcopyright} 2022, The Author(s).",

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AU - Van Lissa, Caspar J

AU - Thijs, Jochem

AU - Stevens, Peter A J

N1 - Funding Information: The data used for this study has been collected with funding from the Flemish Research Foundation [Grant number: G062114N]. The author(s) received no financial support for the research, authorship, and/or publication of this article. Publisher Copyright: © 2022, The Author(s).

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Perceived Teacher Discrimination and Depressive Feelings in Adolescents: The Role of National, Regional, and Heritage Identities in Flemish Schools

Abstract

Bibliographical note

Keywords

UN SDGs

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