4. Молодежь в Казахстане: оценка ценностей, ожиданий и стремлений 2021.

Given that Kazakhstan's youth showed low levels of trust and tolerance towards people
with different appearances or views, it was also important to find out whether they
experienced discrimination because of their ethnicity, religious beliefs, or social function.
It should be noted that ethnic Russians were more often discriminated against than ethnic
Kazakhs.
In our country, Uzbeks and Russians have experienced discrimination based on their
ethnicity. Statistics show that 32.2% of Uzbeks living in Kazakhstan faced discrimination,
while 22.5% of Russians reported experiencing discrimination against their ethnic group,
with 8.5% of them stating that they encounter discrimination frequently. Additionally,
12.9% of all respondents answered the question "Have you ever faced discrimination
based on any of the following points?" by saying that they sometimes or often experience
discrimination because of their social status.

5. Perceived Discrimination and Motivation to Pursue Higher Education in Ethiopian-

Origin Students: The Moderating Role of Ethnic Identity

This text presents the results and discussion of a study examining the relationship between
perceived discrimination and motivation to pursue higher education among undergraduate
students of Ethiopian origin. Ethiopian students with an immigrant background might
work harder in academia despite facing discrimination. Research suggests that first-
generation immigrant children often have higher academic goals than those whose families
have been in the country longer. This "immigrant paradox" is thought to be due to cultural
values and parental support for education and hard work. The "immigrant paradox" may
explain why discriminatory experiences can lead to increased efforts to enroll and succeed
in academia among Ethiopian students. Perceived discrimination was positively associated
with personal/career-driven academic motivation, contrary to some previous research.

6. Mediational Effect of Teacher-Based Discrimination on Academic Performance: An

Intersectional Analysis of Race, Gender, and Income/Class

The paper discusses how discrimination in the teacher-student relationship, influenced by

race, gender, and income, can impact students' academic outcomes. The results of the
mediation test indicate that a mediation effect is considered present when the total effects
of the independent variable on the dependent variable exceed an absolute value of 0.8. If
the total effects fall between 0.2 and 0.8, it suggests partial mediation. Conversely, if the
total effects are below 0.2, it indicates no mediation. Mediation tests revealed partial
mediation effects between race/gender and GPA through discrimination within teacher–
student interactions. Negative associations were observed between race, gender, and GPA,
indirectly through discrimination in teacher–student relationships. Overall, the paper
presents statistical analyses and findings related to the impact of race, gender, income, and
discrimination on academic performance, mediated by factors such as self-efficacy and
attendance, within an intersectionality framework.
7. Discrimination and academic (dis)engagement of ethnic-racial minority students:
a social identity threat perspective

Current paper aims to theoretically articulate and discuss the social identity mechanisms
by which discrimination may affect the academic engagement of ethnic and racial minority
students. Study uses a social identity perspective in trying to make a theoretical
contribution to the further development of a comprehensive understanding of the
associations between experiences of discrimination and poor school adjustment.
Specifically, research uses Identity Process Theory and the notion of social identity threat
to discuss research on the relation between discrimination and academic engagement in
ER minority students. Current research suggests that detailed research on the specific role
of various aspects of discrimination on academic engagement is clearly useful and needed.
Based on different educational theories the first three social identity needs: need to belong,
need for control, need for a positive self, are the most important ones for understanding the
impact of ER discrimination on academic engagement. Members of ethnic and racial
minority groups engage in various protective mechanisms in response to negative
stereotypes and experiences with discrimination. These mechanisms have the benefit of
protecting their threatened social identity needs, but have the potential cost of, for
example, reduced effort to succeed and academic disengagement. Mexican–American
youth have been found to report less peer discrimination in neighborhoods with higher
compared to lower concentration of Mexican Americans. There is no straightforward link
between ethnic or racial classroom composition and negative stereotypes and
discrimination. The reason is that diversity provides opportunities for conflicts between
ER groups but also chances for intergroup contact in which students get to know and like
each other.

8. The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to

African American Adolescents’ Achievement Outcomes

Within the current study, researchers examined the effects of the perceptions of school-
based discrimination by both peers and teachers, which is conceptualized as net stress
engagement within the PVEST framework. These net stress factors may be linked to a
reduction in positive academic outcomes for the youth. The study found that such
discrimination was associated with lower academic persistence, diminished academic self-
concept, and reduced parent perceptions of academic ability among affected individuals.
Interestingly, those who perceived more preparation for bias also had parents who viewed
their children's academic ability as lower compared to their peers. While discrimination
from teachers was not significantly associated with youth-reported academic outcomes in
analyses including preparation for bias, it was negatively related to academic persistence
in analyses involving cultural socialization. Additionally, there were marginal negative
associations with academic self-concept and self-efficacy, although these findings were
influenced by interactions with cultural socialization.