ArticleFrontiers in psychology2026
Cultural congruence and educational equity: how ethnic minority teachers promote minority students' school adaptation and its underlying psychological mechanisms.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Grounded in a culturally and psychologically informed perspective on educational equity, this study examines how teachers' cultural congruence is associated with ethnic minority university students' adaptation to campus life and explores the psychological processes underlying this relationship. Drawing on attachment theory, social comparison theory, and ethnic socialization theory, we developed a structural equation model in which students' sense of belonging was specified as the central psychological mediator, while teachers' and students' ethnic identities were examined as contextual moderators. Using survey data from 180 undergraduates enrolled in three ethnic and normal universities in western China, structural equation modeling indicated that perceived teacher cultural congruence was strongly and positively associated with students' school adaptation (total effect
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