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Perceived discrimination and academic self-concept among left-behind children in China: The role of school belonging and classroom composition

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  • Yang, Fan
  • Xia, Zhichen

Abstract

This study aims to investigate how perceived discrimination affects left-behind children’s academic self-concept, and to examine the mediating role of school belonging on the relationship between them. Two prominent classroom compositional effects, the peer spillover effect and the big-fish-little-pond effect, also need to be confirmed. A total of 998 left-behind children participated in the two surveys. They reported perceived discrimination and individual basic information at time 1. After two months, the measurements of school belonging and academic self-concept were completed at time 2. These results suggested that perceived discrimination had a significantly negative prediction on left-behind children’s academic self-concept, and school belonging plays a mediating role between these variables. In addition, in a given classroom, a higher proportion of left-behind children could predict lower levels of their academic self-concept. Furthermore, the negative effect of perceived discrimination on academic self-concept was attenuated in classes with a higher classroom proportion of left-behind children. These results have important practical implications for educators on how to enhance the left-behind children’s academic self-concept and how to assign classes.

Suggested Citation

  • Yang, Fan & Xia, Zhichen, 2023. "Perceived discrimination and academic self-concept among left-behind children in China: The role of school belonging and classroom composition," Children and Youth Services Review, Elsevier, vol. 155(C).
    • Handle: RePEc:eee:cysrev:v:155:y:2023:i:c:s0190740923004905
    DOI: 10.1016/j.childyouth.2023.107294
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    References listed on IDEAS

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    1. Yu Hu & Jingwen Hu & Yi Zhu, 2022. "The Impact of Perceived Discrimination on Mental Health Among Chinese Migrant and Left-Behind Children: A Meta-analysis," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 17(5), pages 2525-2541, October.
    2. Schneeweis, Nicole, 2015. "Immigrant concentration in schools: Consequences for native and migrant students," Labour Economics, Elsevier, vol. 35(C), pages 63-76.
    3. Darnell Cole, 2007. "Do Interracial Interactions Matter? An Examination of Student-Faculty Contact and Intellectual Self-Concept," The Journal of Higher Education, Taylor & Francis Journals, vol. 78(3), pages 249-281, May.
    4. Dougal Hutchison, 2007. "When is a Compositional Effect not a Compositional Effect?," Quality & Quantity: International Journal of Methodology, Springer, vol. 41(2), pages 219-232, April.
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