Being the minority hurts or helps? A moderated mediation model on group membership, intercultural acceptance, and school engagement

Abstract

Intergroup behaviors are often influenced by sociostructural variables such as group status and group numbers (majority or minority). Few studies have investigated the interplay between group numbers and intercultural acceptance in school. This study examined the relations between majority/minority group membership and cross-cultural acceptance, and their linkage to school engagement. A total of 2016 students (ethnic minority, EM: 51%; boys: 50%) at Grades 2, 5, 8, and 11 from 15 schools participated in the study. These schools were either of low (10-30%) or high EM concentrations (over 80%). EM students at low EM concentration schools and local Chinese students at high EM concentration schools both belonged to the minority groups in their respective schools. Moderated mediation analyses showed that being the minority in school predicted higher school engagement, more positive affect, and less negative affect. The associations between the majority/minority group membership and the adjustment outcomes were each mediated by the intention to accept outgroup members. In other words, higher cross-cultural acceptance was found among students who were themselves the minority in school, and stronger outgroup acceptance in turn predicted better adjustment. Nonetheless, only partial mediation was observed for the EM students, whereas mediation was complete among the Chinese students.