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Ethnic identity, perceived classmate support and general self-efficacy in ethnic minority adolescents in rural Chinese school settings

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  • Lai, Angel Hor Yan
  • Chui, Cheryl Hiu-kwan
  • Wong, Jade Kin Yu
  • Leung, Cynthia Tsz Ching
  • Chen, Zhijun

Abstract

This study examines the associations among ethnic identity, perceived classmate support, and general self-efficacy in a group of hard-to-reach Yi ethnic minority adolescents. The sample comprises youths who have suffered from poverty and parental loss (n = 450, age 14–17, male = 23.3%) in Liangshan, rural China. Using Phinney's ethnic identity development theory, we take Yi adolescents as a case to conceptualize ethnic identity exploration and commitment as cultural assets that link the association between perceived classroom support and general self-efficacy. We used the structural equation modelling (SEM) technique to test our hypotheses. Age, gender, parental loss, and posttraumatic stress (PTSD) risk were included as covariates. Our findings show that: (1) Perceived classmate support was positively associated with general self-efficacy, but the effect was attenuated when ethnic identity exploration and commitment were included in the model; (2) Perceived classmate support was positively associated with ethnic identity exploration and commitment; (3) Ethnic identity exploration was positively related to general self-efficacy while classmate support was not, when accounting for the shared relationships among all three variables; (4) No associations were found between ethnic identity commitment and general self-efficacy; (5) The covariate of PTSD risk was positively associated with ethnic identity exploration and commitment. Our findings suggest a possible mediating role of ethnic identity exploration between perceived classmate support and general self-efficacy, indicating an avenue for future research. These results shift current narratives; from seeing ethnic minorities as vulnerable populations towards advocating for classmate support and ethnic identity as assets for positive development. The theoretical contributions of this study are also discussed.

Suggested Citation

  • Lai, Angel Hor Yan & Chui, Cheryl Hiu-kwan & Wong, Jade Kin Yu & Leung, Cynthia Tsz Ching & Chen, Zhijun, 2022. "Ethnic identity, perceived classmate support and general self-efficacy in ethnic minority adolescents in rural Chinese school settings," Children and Youth Services Review, Elsevier, vol. 137(C).
    • Handle: RePEc:eee:cysrev:v:137:y:2022:i:c:s0190740922001220
    DOI: 10.1016/j.childyouth.2022.106486
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    References listed on IDEAS

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    1. Wallace, S. & Nazroo, J. & Bécares, L., 2016. "Cumulative effect of racial discrimination on the mental health of ethnic minorities in the United Kingdom," American Journal of Public Health, American Public Health Association, vol. 106(7), pages 1294-1300.
    2. Lai, Angel H.Y. & Chui, Cheryl H.K. & Lo, Phyllis H.Y. & Jordan, Lucy P. & Chan, Cecilia L.W., 2017. "The buffering effect of child-caregiver relationships: Social skills development of ethnic minority children with maladaptive behaviors in rural China," Children and Youth Services Review, Elsevier, vol. 79(C), pages 333-340.
    3. Angel Hor Yan Lai & Cheryl Hiu-Kwan Chui & Kin-Yu Wong & Cecilia Lai Wan Chan, 2019. "Academic motivations of Yi youths in China: Classmate support and ethnic identity," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(4), pages 550-563, July.
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    5. Li, Ling & Peng, Zhenfei & Lu, Liucun & Liao, Huan & Li, Hui, 2020. "Peer relationships, self-efficacy, academic motivation, and mathematics achievement in Zhuang adolescents: A moderated mediation model," Children and Youth Services Review, Elsevier, vol. 118(C).
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