Abstract
Ethnic or racial discrimination towards children and adolescents at schools is of concern in many contexts around the world because it is associated with diverse psychosocial, behavioural, emotional, and identity problems. The purpose of this study was to identify the types of ethnic discrimination experienced by indigenous Mapuche adolescents in schools in Chile. The study was qualitative in nature and two techniques were used: semi-structured interviews and focus groups involving an ‘indicative’ sample of 80 participants (30 students and 50 teachers) from three urban high schools in the Araucania Region, Chile. Three modes of ethnic discrimination were identified: verbal, behavioural-attitudinal and institutional. A ‘non virtuous cycle’ of discrimination is suggested. It originates with teachers’ prejudiced attitudes that lead to attributions of deficit among Mapuche adolescents. When these attributions are activated, they lead to a diminished sense of competence, avoidance and segregation among Mapuche students who then withdraw from active participation in learning, which perpetuates and confirms teachers’ prejudice and attributions. Recommendations for the educational system, schools, and teachers are discussed to diminish the manifestation of ethnic discrimination at schools and its negative consequences for indigenous adolescent population.
Highlights
Racial and ethnic discrimination have shown to generate a negative impact on targeted children and adolescents’ psychosocial adjustment (Corenblum & Armstrong 2012; Lysne & Levy, 1997)
Recommendations for the educational system, schools, and teachers are discussed to diminish the manifestation of ethnic discrimination at schools and its negative consequences for indigenous adolescent population
Several studies have shown that the majority of discrimination experienced by children and adolescents occurs in the school context, and is perpetrated by both peers and teachers
Summary
Racial and ethnic discrimination have shown to generate a negative impact on targeted children and adolescents’ psychosocial adjustment (Corenblum & Armstrong 2012; Lysne & Levy, 1997). This impedes the development of their ethnic identity and decreases their racial or ethnic pride (Smith et al, 2003), causing a reduced sense of security, feelings of social distancing, and a pessimistic view of the future (Becerra et al, 2009). Wong et al (2003) studied African Americans’ experiences of racial discrimination in school context to identify its impacts and the factors that buffer such impacts They documented discrimination from teachers and peers and reported that a strong, positive ethnic identity reduced the magnitude of association between racial discrimination experiences and a range of negative outcomes
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