Classroom Environment and Ethnic Identity of Recent Immigrant Children of Taiwanese and Chinese Heritage in Canada

Abstract This study examined the classroom environment and its relationship to the ethnic identity of recent Taiwanese and Chinese immigrant children in Canada. Comparisons were made with non-immigrant children. A sample of Taiwanese and Chinese immigrants (N=92) was compared with that of non-immigrant children (N=90) on scales measuring the classroom climate and the ethnic identity. The results found immigrants perceived the classroom to have more negative elements. Moreover, certain aspects of the classroom environment were related to certain domains of ethnic identity, both positively and negatively. Implications for further research and practice are suggested. The result can help create a more positive learning and living environment for immigrant children which may indirectly lead to a more positive and less violent environment in society. Summary Objectives This study examined the classroom environment and its relationship to the ethnic identity of Taiwanese and Chinese new immigrant children in Canada. Theoretical framework The ecological model of human development (Bronfenbrenner (1977) advances that a child is embedded in a nest of ecological environments which interacts with the child to affect his/her development. Among the ecological nest is the school. The school is a central context (Hicks et al., 1993). A positive school climate can encourage the development and learning (Cohen et al. 2009), which is supported by research (Eccles et al. 1993; Astor, Benbenisty, 2009). Recent research has linked school climate to ethnic identity. Ethnic identity is crucial to the self-concept of ethnic group members (Phinney, 1990; Uma~ na-Taylor, 2011). Bondy, & Johnson (2017) found the association between academic self-efficacy as moderated by gender, race, and ethnicity. Immigration occasions significant life changes in the environment (Hicks et al., 1993). The changes may force immigrants to give up some of their previous identity and establish a new one (Berger, 1997). Re-establishing ethnic identity is made ever more difficult when there is great discrepancy between the culture and language of immigrant children’s families and those of the host country (Rumbault, 1996). The ethic identity may be negatively altered. Such is the experience of immigrant children such as of Chinese and Taiwanese origin. Classroom environment may protect immigrant children from the negative development of ethnic identity. In a Latino immigrant sample, Brown et al. (2017) found school context (as discrimination and emphasis on multicultural values) predicted children’s ethnic label choices. This study focused only on the self-categorization. A more comprehensively measure of ethic identity would include both ethnic beliefs and behaviors. Research questions thus remain to be answered. They are: (1) What is the classroom environment like as perceived by immigrant children; and (2) Is the classroom environment related to ethnic identity? These questions were examined presently and hypotheses tested. Methodology Participants The study included a total of 182 participants: 92 recent Taiwanese and Chinese immigrants and 90 non-immigrant Caucasians. There were 79 males and 95 females, ages 8 - 14, with an average age of 10.6 years. Measurement The children were administered two scales: (1) The Classroom Climate (Fraser & Fisher, 1983), measuring the social environment of the classroom, and (2) The Multigroup Ethnic Identity Measure (MEIM) Phinney, & Ong, 2007), measuring ethnic identity. Findings The preliminary result found no difference between the Chinese and Taiwanese groups. The two groups were thus combined into 1 group which was applied to the subsequent analyses. Table 1 presents MEIM by immigrant group. The results found that the two groups differed on only 2 of the 5 subscales. The immigrants perceived their classroom to be more competitive (M=11.68 for immigrant vs. M=10.56 for non-immigrant, p >. 05) and more difficult (M=7.27 vs. M=6.7). No group differed in their perception of the classroom regarding Satisfaction, friction, and cohesiveness. No group differences were also found on the total ethnic identity score but differences appeared on 2 aspects of ethnic identity: The immigrant group scored lower on the Ethnic Identity Achievement but higher on the Other Group Orientation. Ethnic identity status was related to aspects of the classroom environment. For the immigrant group, perceived classroom friction was negatively related to Affirmation and Belonging (r=-.25) and Ethnic Identity (r=-.38) but positively to Other Group Orientation (r=.23); classroom competitiveness was positively related to Other Group Orientation (r=.21); and Cohesiveness was related to Other Group Orientation (r=.22). The result suggests that more positive classroom environments would enhance the ethic identity but a competitive environment would drive immigrant children to move toward other groups. Classroom cohesiveness has similar effects. Conclusion The result suggests for the classroom environment is related to the ethnic identity of recent Taiwanese and Chinese immigrants in Canada. A perceived frictious and difficult classroom environment may hinder the development of ethic identity in immigrants. Future research may extend to other immigrant groups and to the role of classroom environment for other aspects of adjustment of immigrant children in a new country. In practice, schools and educators may evaluate their classroom environment for the improvement which would benefit both the immigrants and non-immigrants. Programs for supporting all children – immigrant or not – for the development of their ethic identity or learning may be developed. The results can lead to programs to créate a positive classroom environment for all children. This may result in a positive social environment in general, ultimately contributing to reduced violence in society globally. Selected References Ashmore, R. D., Deaux, K., & McLaughlin-Volpe, T. (2004). An organizing framework for collective identity: Articulation and significance of multidimensionality. Psychological Bulletin, 130,80–114. doi:10.1037/0033-2909.130.1. Barksdale, C., Peters, M. L. & Corrales. A. (2021). Middle school students’ perceptions of classroom climate and its relationship to achievement, Educational Studies, 47, 84-107, DOI: 10.1080/03055698.2019.1664411 Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513-531. Brown, S. C. (2017). School context influences the ethnic identity development of immigrant children in middle childhood. Social Development. 26,797–812. https://doi.org/10.1111/sode.1224 DOI: 10.1111/sode.12240 Fraser, B. J., & Fisher, D. L. (1983). Development and validation of short forms of some instruments mea suring student perceptions of actual and preferred classroom learning environment. Science Education, 67, 115–131. https://doi.org/10.1002/sce.3730670114