Although discrimination has been validated to be negatively related to mental health, little is known about the effect of hukou-based discrimination by teachers on depression among migrant adolescents in China. The mediating and moderating mechanisms underlying this association are also unknown. Based on a nationally representative sample of migrant adolescents, this study examined whether school engagement mediated the association between teacher discrimination and depression, and whether the direct and mediating effects were moderated by poverty. Our sample comprised 2041 migrant adolescents (46.2% female) from the first two waves of the China Education Panel Survey (CEPS). The results indicated that teacher discrimination (T1) was positively associated with depression (T2). Emotional engagement with school (T1) rather than cognitive engagement with school (T1) partially mediated this association. Moreover, poverty status moderated the direct association between teacher discrimination and migrant adolescents' depression as well as the indirect relationship via emotional school engagement. Specifically, the direct and indirect effects were stronger for migrant adolescents living in poverty than they were for their non-impoverished counterparts. Contributions and implications of this study are discussed.
Keywords: Adolescent; Depression; Poverty; School engagement; Teacher discrimination.
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