Abstract
Latin-American immigration has transformed Chilean schools into new multicultural scenarios. Studies about intergroup dynamics among students from different cultural backgrounds and their psychological consequences are still limited in south–south migration contexts. Literature has suggested that intergroup relations influence students’ satisfaction with school, and they could be improved by the development of competences to cope with cultural differences. This study aims to verify if cultural self-efficacy and its dimensions mediated the influence of prejudice on satisfaction with school, in a sample composed by N = 690 Chilean and Latin-American immigrant secondary students. Results showed that cultural self-efficacy reduced the effect of prejudice in satisfaction with school, in the cases of both immigrant and Chilean students. The dimensions of cultural self-efficacy in processing information from other cultures and mixing with different others make the difference. Findings’ contributions for the understanding of adolescents’ intergroup relations and psychosocial interventions at school are discussed.
Highlights
School is the main scenario for intergroup contact between adolescents from different ethnic backgrounds
Literature proposes that, even when prejudice can exist, cultural self-efficacy could increase students’ capabilities to establish positive relationship, including school experiences. Based on these antecedents and the lack of conclusive evidence about these matters in the Chilean context, this study aims to (1) study possible differences between immigrant and Chilean students on cultural self-efficacy and school satisfaction; (2) establish the influence of sex, age, and length of residence in Chile on the aforementioned variables; (3) verify the relationships between prejudice, cultural self-efficacy, and school satisfaction perceived by Latin-American immigrants and Chilean students; and (4) establish the possible incidence of cultural self-efficacy on the relationship between prejudice and school satisfaction
Cultural self-efficacy’s general perceptions tended to be high in both immigrants and Chilean students, and there were no significant differences between groups
Summary
School is the main scenario for intergroup contact between adolescents from different ethnic backgrounds. Quotidian experiences of mixing with different others at school could have important consequences on intergroup attitudes, even affecting their relations with outgroup members on their adulthood (Berry et al, 2006; Abrams and Killen, 2014; Schachner et al, 2018b). The quality of the contact between students from different cultural backgrounds has influence in both their school adjustment and psychological well-being (Berry et al, 2006; Martínez-Taboada et al, 2017; Motti-Stefanidi et al, 2020). 2.2% of the Chilean student body is composed by immigrant children and adolescents, who are principally enrolled in public (58%) or private subsidized schools (33%) with high levels of economic and social vulnerability (Ministerio de Educación de Chile, 2018)
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