Premium
Social recognition matters: Consequences for school participation and life satisfaction among immigrant students
Author(s) -
Sirlopú David,
Renger Daniela
Publication year - 2020
Publication title -
journal of community and applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.042
H-Index - 63
eISSN - 1099-1298
pISSN - 1052-9284
DOI - 10.1002/casp.2463
Subject(s) - psychology , context (archaeology) , immigration , life satisfaction , perception , psychological intervention , social psychology , developmental psychology , political science , paleontology , neuroscience , psychiatry , law , biology
Participation in society is instrumental for democracy and of special importance for minority members. Despite broad research in the context of adults' participation, the earlier formative years and the participation of students in school activities have been neglected so far. The present research examined antecedents and consequences of Latin American migrant students' participation in school activities in Chile. More specifically, we tested whether three forms of social recognition experiences (i.e., need‐based care, equality‐based respect and achievement‐based social esteem) received from Chilean society predicted different forms of school participation. Heightened school participation was assumed to further translate into satisfaction with life. Results of a study with immigrant students ( N = 393; 12–20 years old; 56.7% female) revealed, that experiences of social esteem predicted an overall positive perception of school participation and this effect further translated into heightened life satisfaction. Moreover, experiences of respect were associated with participation in school decisions and rules and with participation in school events. The latter effect further translated into enhanced life satisfaction. Care did not play a role in predicting school participation when the other forms of recognition were controlled for. We discuss the importance of social recognition experiences and implications for interventions within educational systems.