Marieke Meeuwisse - Risbo

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

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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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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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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Results (1) – Multivariate analysis: GPA

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6,1

6,2

6,3

6,4

6,5

6,6

6,7

6,8

6,9

7G

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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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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1,5

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2,5

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3,5

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4,5

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Study effort School satisfaction

Mean

scale

sco

re (

1-5

)

Ethnic majorityNon-Western ethnic minority

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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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2,5

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3,5

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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

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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1,5

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2,5

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3,5

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4,5

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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

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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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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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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Thank you for your attention

The family-study interface:Differences and similarities between

ethnic minority and ethnic majority students

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