Social Origin, Psychosocial Adjustment, and School Achievement in Minority Children in Bangladesh

Abstract

Although relationships between ethnic identity and school achievement in minority children are well-evident in the literature, mechanisms underlying the relations are not clearly understood. Drawing from adjustment theory, this book chapter reviews relevant literature to understand psychosocial adjustment pathways by which ethnic identity transmits positive or negative effects to school achievement, focusing on Bangladeshi minority children. The review suggests that lower psychosocial school adjustment mediates the association between minority ethnic identity and lower achievement throughout elementary schooling. This chapter also discusses future directions for research and policy implications to improve minority children's school achievement during elementary education.