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Standing up or Standing By: The Interplay of Moral Identity, Perspective-Taking Skills, and Teacher Responses in Adolescents' Responses to Ethnic Victimization

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Title: Standing up or Standing By: The Interplay of Moral Identity, Perspective-Taking Skills, and Teacher Responses in Adolescents' Responses to Ethnic Victimization
Language: English
Authors: Sevgi Bayram Özdemir (ORCID 0000-0003-4568-2722)
Source: Journal of Adolescence. 2026 98(4):1267-1277.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Adolescents, Secondary School Students, Moral Values, Perspective Taking, Teacher Response, Student Reaction, Prosocial Behavior, Victims, Ethnic Groups, Intention
Geographic Terms: Sweden
DOI: 10.1002/jad.70139
ISSN: 0140-1971
1095-9254
Abstract: Introduction: Rising political polarization worldwide has created a social climate where adolescents with migrant backgrounds face increased risk of mistreatment based on their ethnic, cultural, or religious identities. Promoting prosocial bystander behavior in schools is one way to address this issue. Relatedly, this study examined how adolescents' moral identity and perspective-taking skills relate to defending behavior, and whether teachers' responses to ethnic victimization moderated these associations. Methods: The sample included 792 adolescents (M[subscript age] = 16.47, SD = 0.67; 59.3% females; 31.1% adolescents with migrant backgrounds) living in Sweden. Results: Adolescents with stronger perspective-taking skills and higher moral identity were more willing to defend classmates who were targets of ethnic victimization. These associations were particularly pronounced when adolescents perceived their teachers as actively intervening in such incidents. Notably, when teachers were perceived as inactive or indifferent, the positive association between perspective-taking and defending behavior weakened. Conclusions: This study highlights that adolescents' willingness to intervene in ethnic victimization incidents is associated with their perspective-taking skills and moral values. Importantly, it also underscores the crucial role of teachers as key socialization agents who can either foster or hinder adolescents' potential to intervene in negative inter-ethnic interactions. Together, these findings emphasize the importance of raising teacher awareness about the impact of their responses and equipping them with the skills needed to effectively address negative inter-ethnic interactions.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508028
Database: ERIC
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  Data: Standing up or Standing By: The Interplay of Moral Identity, Perspective-Taking Skills, and Teacher Responses in Adolescents' Responses to Ethnic Victimization
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  Data: <searchLink fieldCode="AR" term="%22Sevgi+Bayram+Özdemir%22">Sevgi Bayram Özdemir</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4568-2722">0000-0003-4568-2722</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Moral+Values%22">Moral Values</searchLink><br /><searchLink fieldCode="DE" term="%22Perspective+Taking%22">Perspective Taking</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Response%22">Teacher Response</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Reaction%22">Student Reaction</searchLink><br /><searchLink fieldCode="DE" term="%22Prosocial+Behavior%22">Prosocial Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Victims%22">Victims</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Groups%22">Ethnic Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
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  Data: 10.1002/jad.70139
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  Data: 0140-1971<br />1095-9254
– Name: Abstract
  Label: Abstract
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  Data: Introduction: Rising political polarization worldwide has created a social climate where adolescents with migrant backgrounds face increased risk of mistreatment based on their ethnic, cultural, or religious identities. Promoting prosocial bystander behavior in schools is one way to address this issue. Relatedly, this study examined how adolescents' moral identity and perspective-taking skills relate to defending behavior, and whether teachers' responses to ethnic victimization moderated these associations. Methods: The sample included 792 adolescents (M[subscript age] = 16.47, SD = 0.67; 59.3% females; 31.1% adolescents with migrant backgrounds) living in Sweden. Results: Adolescents with stronger perspective-taking skills and higher moral identity were more willing to defend classmates who were targets of ethnic victimization. These associations were particularly pronounced when adolescents perceived their teachers as actively intervening in such incidents. Notably, when teachers were perceived as inactive or indifferent, the positive association between perspective-taking and defending behavior weakened. Conclusions: This study highlights that adolescents' willingness to intervene in ethnic victimization incidents is associated with their perspective-taking skills and moral values. Importantly, it also underscores the crucial role of teachers as key socialization agents who can either foster or hinder adolescents' potential to intervene in negative inter-ethnic interactions. Together, these findings emphasize the importance of raising teacher awareness about the impact of their responses and equipping them with the skills needed to effectively address negative inter-ethnic interactions.
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Moral Values
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      – SubjectFull: Ethnic Groups
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