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April 8, 2023 1
The family-study interface:Differences and similarities between
ethnic minority and ethnic majority students
Marieke Meeuwisse, Risbo, Erasmus University RotterdamMarise Ph. Born, Erasmus University Rotterdam
Sabine E. Severiens, Risbo, Erasmus University Rotterdam
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April 8, 2023 2
Theory - Conflict
Three types of interrole conflict (Greenhaus & Beutell, 1985; Carlson, 1999)
• Time-based conflict• Strain-based conflict• Behavior-based conflict
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April 8, 2023 3
Theoretical model
FSC-time
FSC-strain
FSC-behavior
Participation in family activities
Family support
Involvement with
family
Effort
School satisfaction
GPA
Figure 1. Theoretical model of family-study conflict, its antecedents and academic outcomes.
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April 8, 2023 4
Method
• Data collected among 1656 fulltime students at a major university in the Netherlands
• Mage = 22.18 (SD = 2.76)• 21% non-Western ethnic minority students
• Multivariate analyses of variance• Linear structural modeling analyses (Amos)
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April 8, 2023 5
Results (1) – Multivariate analysis: GPA
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6,1
6,2
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PA
Ethnic majority
Non-Western ethnicminority
Figure 2. Mean difference in GPA for ethnic groups.
F(1) = 17.37, p < .01, partial η = .01
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April 8, 2023 6
Results (2) – Multivariate analysis: effort and satisfaction
Figure 3. Mean difference in study effort and school satisfaction for ethnic groups.
Effort: F(1) = 5.23, p < .05, partial η = .00Satisfaction: F(1) = 7.31, p < .05, partial η = .01
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Study effort School satisfaction
Mean
scale
sco
re (
1-5
)
Ethnic majorityNon-Western ethnic minority
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April 8, 2023 7
Results (3) – Multivariate analysis: conflict
Figure 4. Mean difference in family-study conflict for ethnic groups.
Time: F(1) = 17.48, p < .01, partial η = .01Strain: F(1) = 23.07, p < .01, partial η = .02Behavior: F(1) = 8.68, p < .01, partial η = .01
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1,5
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4,5
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Time Strain Behavior
Family-study conflict
Mean
scale
sco
re (
1-5
)
Ethnic majority
Non-Western ethnicminority
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April 8, 2023 8
Results (4) – Multivariate analysis: antecedents
Figure 5. Mean difference in participation in family activities, family support and involvement with family for ethnic groups.
Family activities: F(1) = 47.87, p < .01, partial η = .03Family support: F(1) = .77, nsFamily involvement: F(1) = 12.56, p < .01, partial η = .01
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Participation in familyactivities
Family support I nvolvement with thefamily
Mean
scale
sco
re (
1-5
)
Ethnic majority
Non-Western ethnic minority
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April 8, 2023 9
Results (5) - The model
FSC-time
FSC-strain
FSC-behavior
Participation in family activities
Family support
Involvement with
family
Effort
School satisfaction
GPA
Figure 6. Accepted model for total group of participants (N = 1656).Figure 6. Accepted model for ethnic minority students (N = 342).
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April 8, 2023 10
Conclusion
• Ethnic minority students participated more in family activities, were more involved with their family, reported more family-study conflict, less study effort and earned lower grades compared to ethnic majority students;
• Family-study conflict impairs academic outcomes;• Family support reduces family-study conflict;• Involvement with the family (for ethnic minority
students in particular) reduces behavior-based conflict.
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April 8, 2023 11
Discussion
Family is important in the lives of students:
It is up to the higher education institutes to promote the importance of family and to
enable students to keep close relationships with their family.
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April 8, 2023 12
Thank you for your attention
The family-study interface:Differences and similarities between
ethnic minority and ethnic majority students