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A person-centered exploration of children of immigrants' social experiences and their school-based well-being

机译：以人为中心探索移民子女的社会经历和他们的学校福利

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This study aimed to explore commonalities among discrimination, stereotyping, and peer-related social experiences of children of immigrants, and to see if these experiences might relate to children's school-based well-being. Two age-based cohorts of 294 children and their immigrant parents from Portugal, the Dominican Republic, and Cambodia were interviewed. Person-centered analyses resulted in four unique clusters of children's social experiences. Notably, children in clusters with positive views of cultural in-group and out-group members also reported positive school-based well-being. Person-centered analyses on parent variables found three clusters based on parents' ethnic/racial socialization practices. There was no overlap between parent and child clusters, indicating unique profiles between parent socialization and child social experiences within immigrant families. Implications of connections among social experiences and school-based emotional well-being for children of immigrants are discussed.
机译：这项研究旨在探讨移民儿童的歧视，定型观念和与同伴相关的社会经历之间的共性，并探讨这些经历是否可能与儿童的学校福利有关。对来自葡萄牙，多米尼加共和国和柬埔寨的294名儿童及其移民父母的两个年龄组进行了采访。以人为中心的分析产生了四个独特的儿童社会经历群体。值得注意的是，对文化内在和外在成员持积极态度的聚类儿童也报告了积极的学校福利。以人为中心的父母变量分析发现，基于父母的种族/种族社会化实践，发现了三个聚类。父母和子女群体之间没有重叠，表明在移民家庭中父母社交和子女社会经历之间的独特关系。讨论了社会经验与移民子女在学校的情感幸福感之间的联系。

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