A study exploring the relationship between ethnic identity and school connectedness in adolescents

Chung, Kirsten C. Y. (2019) A study exploring the relationship between ethnic identity and school connectedness in adolescents. DAppEdPsy thesis, University of Nottingham.

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This study advances our understanding on the relationship between ethnic identity and school connectedness in adolescents. Exploration in this research area is fundamental as the UK has shown an increased prevalence for which wellbeing difficulties can be identified, and an increase in ethnic diversity in children and young people (NHS Digital, 2018 and Ainscow et al., 2016). The associated challenges for education provisions are that wellbeing requires more action towards promotion and intervention, and ethnic group differences should be minimised to encourage equality. Applied to an educational setting, research has shown that both school connectedness and ethnic identity can contribute to the prediction of an individual’s outcomes, e.g. academic attainment, however, it appears from the results of the study’s systematic literature review that little research in the UK has examined the relationship between the two.

Using a cross-sectional survey design, secondary school students (n=295) were able to provide their self-assessed ethnic identity and to consider statements regarding the strength of their ethnic identity, and their feelings of school connectedness.

The results of the study found that strength of ethnic identity was significantly higher for students who were Asian/Asian British compared to their White ethnic group peers. Additionally, strength of identity was significantly higher for Year 10 students compared to Year 7. Students who were Asian/Asian British had significantly higher feelings of school connectedness in comparison to their White or Black/African/Caribbean/Black British peers. Positive correlations were found between all measures of strength of identity (centrality, private, and public regard) and school connectedness. Centrality and private regard, when considered together, were the best predictors of school connectedness.

The results indicate that there are some ethnic group differences for both strength of ethnic identity and feelings of school connectedness. The implications of findings are that educators should give consideration to strengthening ethnic identity as this will contribute to an increase in school connectedness. An increase for both will help to promote wellbeing and positive individual outcomes.

Item Type: Thesis (University of Nottingham only) (DAppEdPsy)
Supervisors: Gulliford, Anthea
Keywords: adolescents, identity, ethnicity, school belonging, school connectedness, ethnic identity, wellbeing
Subjects: G Geography. Anthropology. Recreation > GN Anthropology
L Education > LB Theory and practice of education > LB1603 Secondary education. High schools
Faculties/Schools: UK Campuses > Faculty of Science > School of Psychology
Item ID: 59266
Depositing User: Chung, Kirsten
Date Deposited: 19 May 2021 10:04
Last Modified: 20 May 2021 04:30
URI: https://eprints.nottingham.ac.uk/id/eprint/59266

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