School belonging, ethnic identity and delinquency: a case concentrating on minority youth in the Netherlands

• In Event: ISRD panel 1: Results from ISRD4 – focus on correlates of offending and victimization

Abstract

The belongingness hypothesis suggests that feeling a sense of belonging positively affects goal-oriented behaviour, whereas a lack of belonging can lead to adverse social behaviour (Baumeister & Leary, 1995). While the effects of belonging are widely researched, the effects of school belonging are less understood. School belonging is discussed to affect academic achievement and mental health outcomes positively, and a stronger connection between students and their teachers and schools can prevent delinquent behaviours (Slaten et al., 2016). Furthermore, adolescents with a migration background may have difficulty coping with multiple cultural identities when facing discrimination, which predicts adolescent delinquency (Day et al., 2020). However, a solid commitment to one's ethnic identity may moderate the adverse effects of discrimination on psychological wellbeing. Studies found a direct negative relationship between ethnic identity and adolescent delinquency, suggesting that a strong ethnic identity may prevent tendencies towards delinquent behaviour (Walsh et al., 2015). Using the International Self-Report Delinquency Study 4 (ISRD-4), the current study explores the relationship between school belonging, a sense of ethnic identity and delinquent behaviour among Dutch adolescents with a migration background. Preliminary findings and recommendations for tackling youth delinquency will be discussed by concentrating on protective factors and gaining a better understanding of the role and influence of schools and communities.

Authors

• Mehmet Day, a Department of Psychology, Education and Child Studies, Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, The Netherlands.

• Majone Steketee, Verwey Jonker Institute and Rotterdam University