A study exploring the relationship between ethnic identity and school connectedness in adolescents
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 divers...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
| Published: |
2019
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| Online Access: | https://eprints.nottingham.ac.uk/59266/ |
| _version_ | 1848799603725434880 |
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| author | Chung, Kirsten C. Y. |
| author_facet | Chung, Kirsten C. Y. |
| author_sort | Chung, Kirsten C. Y. |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T20:38:18Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-59266 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T20:38:18Z |
| publishDate | 2019 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-592662025-02-28T14:40:34Z https://eprints.nottingham.ac.uk/59266/ A study exploring the relationship between ethnic identity and school connectedness in adolescents Chung, Kirsten C. Y. 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. 2019-12-13 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en arr https://eprints.nottingham.ac.uk/59266/1/ethesis%20final.pdf Chung, Kirsten C. Y. (2019) A study exploring the relationship between ethnic identity and school connectedness in adolescents. DAppEdPsy thesis, University of Nottingham. adolescents identity ethnicity school belonging school connectedness ethnic identity wellbeing |
| spellingShingle | adolescents identity ethnicity school belonging school connectedness ethnic identity wellbeing Chung, Kirsten C. Y. A study exploring the relationship between ethnic identity and school connectedness in adolescents |
| title | A study exploring the relationship between ethnic identity and school connectedness in adolescents |
| title_full | A study exploring the relationship between ethnic identity and school connectedness in adolescents |
| title_fullStr | A study exploring the relationship between ethnic identity and school connectedness in adolescents |
| title_full_unstemmed | A study exploring the relationship between ethnic identity and school connectedness in adolescents |
| title_short | A study exploring the relationship between ethnic identity and school connectedness in adolescents |
| title_sort | study exploring the relationship between ethnic identity and school connectedness in adolescents |
| topic | adolescents identity ethnicity school belonging school connectedness ethnic identity wellbeing |
| url | https://eprints.nottingham.ac.uk/59266/ |