The Determinant Factors 1

Running head: CAUSES AND EFFECTS OF ETHNIC DISCRIMINATION AT UB

The Determinant Factors and Effects as They Relate to

Ethnic Discrimination at the University of Belize

Brianna Penner, Shajira Mendez, Doradelmi Avelar, Jose Aleman,

Daniel Padilla, Ivan Reyes, Victoria Garel, Angela Hernandez

RSCH299 Section 2

University of Belize

May 9, 2010
 The Determinant Factors 2

Table of Contents

Introduction......................................................................................................................................4

Introductory Paragraphs...............................................................................................................4

Statement of Problem..................................................................................................................4

Purpose........................................................................................................................................5

Significance of Study...................................................................................................................5

Research Questions and/or Hypotheses.......................................................................................5

Background......................................................................................................................................7

Literature Review........................................................................................................................7

Definition of Terms...................................................................................................................10

Methodology..................................................................................................................................11

Purpose and Research Questions or Null Hypotheses...............................................................11

Population and Sampling...........................................................................................................11

Instrumentation..........................................................................................................................12

Procedure and Time Frame........................................................................................................12

Analysis Plan.............................................................................................................................13

Validity and Reliability..............................................................................................................14

Assumptions..............................................................................................................................15

Scope and Limitations...............................................................................................................15

Results............................................................................................................................................16
 The Determinant Factors 3

Description of Sample...............................................................................................................16

Analyses.....................................................................................................................................17

Conclusions and Recommendations..............................................................................................23

Summary....................................................................................................................................23

Discussion..................................................................................................................................23

Recommendations......................................................................................................................24

Bibliography..................................................................................................................................26

Appendix........................................................................................................................................27
 The Determinant Factors 4

Introduction

Introductory Paragraphs

Discrimination has been around for a very long time. Most people, if not all, know what

it is like to be discriminated against. Whether it is a teacher, a student, a manager at work, a

classmate, many people have seen and felt the effects of being discriminated against. The effects

of discrimination range from a person having low self-esteem to running the risk of having

serious emotional problems which can then lead to physical problems. It is important to be aware

of what discrimination really is, and the damaging effects it causes so that it can be prevented

and people suffering from it can get help.

In terms of ethnic discrimination, the effects can be more severe because people are being

treated according to who they are, the way they were made, which is something they cannot

change. Social complexes may be formed as well as deeply embedded self-esteem issues, which

is not healthy for someone living the student lifestyle. Being a student means that you are

required to meet many different requirements and deadlines; a student is constantly pressured to

do well which in turn causes stress. If a student has to deal with all of that as well as being

discriminated against, the combination may easily cause a break down or something of the sort.

For all these reasons the causes and effects of discrimination need to be unveiled so that students

can be helped.

Statement of Problem

Ethnic discrimination negatively affects academic performance, social behavior, and

psychological well-being of students at the University of Belize. As previously stated in the

introduction, ethnic discrimination causes undue stress to students as they study at the University
 The Determinant Factors 5

of Belize. This ethnic discrimination is an undercurrent among University of Belize students and

is not obvious to the majority of the population. However, this discrimination disturbs students

who are of the minority ethnic groups in Belize. They may say that it doesn’t, but stereotypes

have been formed in many generations past; these stereotypes are passed down from generation

to generation and therefore many people unconsciously discriminate because prejudices towards

certain cultures are passed down from generation to generation. Therefore we must fight this

discrimination and make people aware of it.

Purpose

The goal of this study is to understand the cause and effect of ethnic discrimination on

students so that they may receive help in the future so as to recover and cope.

Significance of Study

This study will reveal very important information for students, teachers, parents, and

counselors of the University of Belize about how to deal with discrimination and to reduce ethnic

discrimination on campus. An insight into the lives of students will be gained and how they deal

with discrimination. It is very important for teachers, parents, and counselors to be aware of the

campus life that students have so that they can better communicate and understand then on a

more personal level. This study will not only help to prevent discrimination but also help

students to recover from the harmful effects.

Research Questions and/or Hypotheses

The research questions for this study are:

1) Why do students discriminate?

2) Why do teachers discriminate?

 The Determinant Factors 6

3) Why do staff members discriminate?

4) How does ethnic discrimination affect academic performance?

5) How does ethnic discrimination affect the social behavior and well-being of students?

6) What can we do to reduce ethnic discrimination?

 The Determinant Factors 7

Background

Literature Review

Discrimination has been around in society since the dawn of time and will most likely

never be completely eradicated. However, all of society can work together to understand it and

therefore lessen the causes and effects of discrimination because discrimination, in particular

ethnic discrimination, can have many harmful effects. Therefore it must be understood why

people discriminate and in particular, why people at the University of Belize discriminate against

other ethnicities. By this understanding, it can be seen how it affects academic performance, the

social behavior, and psychological well-being of the students at the University of Belize. Thus

different methods can be discovered and created to reduce ethnic discrimination. By reducing

ethnic discrimination, the effects of ethnic discrimination can be reduced.

According to Eitzen[CITATION Eit85 \n \t \l 1033 ], in the book In Conflict and Order:

Understanding Society, three theories have been used to explain why some people have been

singled out for discrimination: the deficiency theory, the bias theory and the structural

discrimination theory[CITATION Eit85 \p 320 \l 1033 ]. The theory that concerns Belize and

therefore the University of Belize, when it comes to discrimination among ethnic groups, is the

bias theory. It blames the members of the majority; in particular the minorities blame the

prejudiced attitudes of majority members. Prejudiced attitudes are the cause of discriminatory

actions. A researcher, Gunnar Myrdal said that inferior status of minorities reinforces negative

stereotypes that in turn justify the prejudice of the majority. The process is a vicious cycle that

perpetuates the secondary status from generation to generation[CITATION Eit85 \p 324 \l

 The Determinant Factors 8

1033 ]. Thus it is the educated person’s responsibility to understand that all races are to be

treated the same.

Many causes exist when it comes to ethnic discrimination in Belize. It is reasonable to

assume that these causes also affect ethnic discrimination at the University of Belize. Katherine

Mendez[CITATION Pre02 \n \t \l 1033 ] states that this discrimination which is passed down

through generations goes all the way back to colonialism and slavery. Back in those times, the

slave masters stereotyped certain ethnic groups as bad and someone who a person should not be

associated with (qtd. in Premdas). This stereotyping is passed on to the younger generations by

seemingly harmless jokes, which is “one mechanism through which this stereotype is taught to

new generations” [CITATION Inc90 \p 274 \l 1033 ]. According to the Ralph

Premdas[CITATION Pre02 \n \t \l 1033 ], migration is another key cause in ethnic

discrimination; no ethnic group wants to give up their right for the land.

In relation to the issue of citizenship and belonging, while it was repeatedly asserted that

Belize was “a country of migrants,” a statement found everywhere in schoolbooks and tourist

literature alike, the problem of priority in migration has become contentious. No ethnic

community is prepared to take a back seat to the claims for priority and status by another

community, each seeking instead to indigenize itself in its own historiography.

The minority groups are usually discriminated against because their characteristics “are

salient: they are visible, though not necessarily physical, but they make a difference”[CITATION

Eit85 \p 310 \l 1033 ]. Thus it is logical that when the majority group looks for a target for ethnic

discrimination, they would target the minorities. It is human nature that certain ethnic groups will

target other ethnic groups with discrimination, because ethnic discrimination has been passed

down from generation to generation. According to Premdas[CITATION Pre02 \n \t \l 1033 ],

the reason why the interactions between ethnic groups are not violent in Belize is that each one
 The Determinant Factors 9

is the top in its own geographical area and this reduces clashes over power, recognition, and

resources. For example the Mestizos are the majority in Corozal and Orange Walk Districts, the

Creole are the majority in Belize District, the Mayans are the majority in Toledo, and the

Garinagu are the majority in Punta Gorda Village.

 The Determinant Factors 10

Definition of Terms

Ethnicity

According to Nigel O. Bolland[CITATION Bol03 \p 199 \n \t \l 1033 ], “Ethnicity, like

race, class, and gender, is a social construction, a set of ideas or ideology about people’s identities

and relations. It is an aspect of culture that is created, challenged, and redefined by people even while

it constrains them”. In this paper ethnic groups can also be referred to as cultures.

Discrimination

Discrimination is the actions resulting out of prejudice, which take away the fair access to

rights, privileges, and opportunities from minority groups in a society [CITATION Inc90 \p 275 \l

1033 ].

Ethnic discrimination

Ethnic discrimination is therefore, the loss of certain rights, privileges, and opportunities

from ethnic groups based on their ethnicity, and caused by the dominant ethnic group.

Stereotype

To stereotype is to put individuals or groups into categories based on distorted ideas or

beliefs[CITATION Mic08 \l 1033 ].

 The Determinant Factors 11

Methodology

Purpose and Research Questions or Null Hypotheses

This research will determine factors and effects among university students as they relate

to ethnic discrimination at the University of Belize. This research is important so that we can

understand the causes and learn to alleviate the negative effects ethnic discrimination creates on

the University of Belize students’ academic performance, social behaviour, and psychological

well-being. The research questions guiding this study are:

1) Why do students discriminate?

2) Why do teachers discriminate?

3) Why do staff members discriminate?

4) How does ethnic discrimination affect academic performance?

5) How does ethnic discrimination affect the social behavior and well-being of students?

6) What can we do to reduce ethnic discrimination?

Population and Sampling

The population for this study is defined as all students of the University of Belize. We

drew out a sampling size of 35 students to be representative of the population. From the

numerous sampling methods available, the non-probability procedure known as the accidental or

convenience sampling procedure was used to select our sample from the population. This is a

sample population selected because it is readily available and convenient. This sampling method

involves the sample being drawn from that part of the population which is close to hand. In other

words, the sample being drawn for this research was the students who were readily available to
 The Determinant Factors 12

the researcher. In other words the researchers chose participants who were there at that given

time and place in the University’s campus when he/she wanted to do the research.

Instrumentation

This project will utilize both quantitative and qualitative data collection tools, but is

rooted in a qualitative epistemological position that recognizes the importance of locating the

research within a particular social, cultural, and historical context. It also takes seriously the

social construction of these contexts and the identities participants construct within them.

Data collection will consist of surveys. Initially, a survey instrument to measure

determinant factors and effects in students regarding ethnic discrimination in the University’s

community will be administered to a spectrum of participants (ideally, n=35). This survey

instrument used is defined to be questionnaires which were first developed and distributed to our

sample for them to be filled out. The questionnaire consisted of a combination of structured and

unstructured questions. A copy of the actual questionnaire used to measure determinant factors

and effects in students regarding ethnic discrimination in the University’s community is found in

the appendix of this research project. The results from this research project shall become an asset

to the established body of literature on racial discrimination.

Procedure and Time Frame

This research began couple weeks ago on April 14th, 2010 and ended on May 5th, 2010; in

other words it took three weeks to complete this research paper. It took a lot of time and effort by

each individual in this research group to complete this paper. Questionnaires were handed out to

individuals to answer in order to collect necessary data needed for the paper. The participants

were told to complete the document in order for us to receive accurate data. After we received

the questionnaires from the students, we analysed them.

 The Determinant Factors 13

Analysis Plan

The analysis of the results was carried out by analyzing the results from the

questionnaires in relation to the research questions.

1) Why do students discriminate?

This research question will be analyzed by tabulating the results from question

number eleven in the questionnaire in Microsoft Excel. Then a graph will be generated from

the table of results. This graph will be analyzed to understand the reasons why students

discriminate.

2) Why do teachers discriminate?

Research question number two will be analyzed by tabulating the results from

question number thirteen in the questionnaire in Microsoft Excel 2010. Then a graph will be

generated from the table of results and will be analyzed to discover why teachers

discriminate ethnically against students.

3) Why do staff members discriminate?

The third research question will be analyzed by tabulating the results from question

number fifteen in Microsoft Excel 2010. A graph generated from this tabulation of results

will then be analyzed as to understand why staff members exhibit ethnic discrimination

towards students.

4) How does ethnic discrimination affect academic performance?

The research question, “How does ethnic discrimination affect academic

performance?” will be analyzed by creating two (2) tables of results from questions sixteen

and seventeen of the questionnaire in Microsoft Excel 2010. Then two graphs will be created

of this data to show respectively whether ethnic discrimination affects academic performance

and how it affects students’ academic performance. From these graphs, data will be
 The Determinant Factors 14

extracted, from which conclusions will be drawn as to the fact that ethnic discrimination

actually affects the academic performance of students of the University of Belize. In this

research question ethnic discrimination and academic performance are the independent and

dependent variable respectively; both will be considered in the analysis.

5) How does ethnic discrimination affect the social behavior and well-being of students?

The fifth research question will be analyzed by creating two graphs from two tables

drawn respectively from questions eighteen and nineteen of the questionnaire in Microsoft

Excel 2010. These graphs will then be analyzed further so that the theory that ethnic

discrimination affects the social behavior and well-being of students at the University of

Belize. The independent variable is ethnic discrimination and the dependent variable is the

social behavior and well-being of students; both of these variables will be considered in the

analysis.

6) What can we do to reduce ethnic discrimination?

The data needed to answer the last research question will be gathered from an

unstructured question number twenty in the questionnaire. The best responses will be listed

and stated in the recommendations part of the research paper in the form of a list.

Validity and Reliability

Our group research was based on cause and effect of ethnic discrimination on students at

the University of Belize; we decided to make a survey to gather useful information for our

research. The reliability and validity of the information gathered is very important for the

research. There are no statistical tests for validity. Validity of our research was based on the

opinion of all the group members. We all gave opinions on what were the best questions to ask,

and we made sure that the questions being asked were being prepared to measure what it
 The Determinant Factors 15

supposes to measure. We test the reliability of the information by putting different questions that

were intended to measure the same construct. The same questionnaires were given to thirty-five

different people that were chosen randomly at the University of Belize.

Content validity

Our questions were based on opinion from the group members but we also made some

literature search to make sure that the questions were the adequate ones to give us the right

information about our topic.

Assumptions

Our assumptions about the survey were that the persons, who we gave out the

questionnaires to, were going to be honest in answering the questions. The survey was designed

to get information about discrimination so we assume that we were going to get the correct

information we needed. We also assumed that the instrument was going to have reliability and

validity.

Scope and Limitations

We encountered limitations while doing our research because the students were selected

without giving all the students of the University of Belize an equal chance for being selected.

Also some of the students that were asked to participate in the research were too busy or were

not interested, so we had to go around getting students that had the time to answer the

questionnaires. The research was limited to a certain time span. The university has a big

population with different ethnicities and because the sample was chosen without giving everyone

an equal chance of being selected, not all the ethnicities were given a questionnaire. Lastly not

all people answered all the questions on the questionnaire, so the data from the questionnaires is

not completely accurate.

 The Determinant Factors 16

Results

Description of Sample

Figure 1

Percentage of Cultures that Participated

6% Mestizo
9%
Garifuna
Maya
Chinese
23% Taiwanese
54%
Creole
East Indian
Mennonite
9% Other

As illustrated in the pie chart in figure 1 above, the largest ethnic group that participated

in the survey were the Mestizo’s who consist of fifty-four per cent (54%) of the sample

population. The second largest ethnic group is the creole ethnic group which consist of twenty-

three per cent of the sample population.

 The Determinant Factors 17

Analyses

Figure 2

Does Discrimination Exist at UB?

30
25

Number of People
20
15
10
5
0
Yes No

As observed in the bar graph of figure 2, most students (69%) think discrimination exists

at the University of Belize.

Figure 3

Source of Discrimination

Students
Teachers
Staff
Other

Figure 3 on the pie chart above points out that students have a higher percentage (63%) of

discriminating other ethnic groups; followed by the teachers which has a percentage of twenty

(20%).
 The Determinant Factors 18

Figure 4

Which Culture Discriminates the Most?

9
8
7
6
Number of people

5
4
3
2
1
0
o na a se se le an te r
tiz ir fu ay ne ne eo di ni the
es M i a r In o O
M Ga Ch iw C
st en
n
Ta Ea M
Culture

Based on the chart on figure 4, the cultures that discriminates the most are the Mestizo’s

and the Creole’s.

Figure 5

Which Culture is Discriminated Against the Most?

10
8
Number of People

6
4
2
0
le
e

te
a

an
o

r
a

he
es

es
un
tiz

eo
ay

ni
di
in

an

Ot
es

rif

no
M

Cr

In
Ch

iw
M

Ga

en
st
Ta

Ea

Culture

As illustrated in the chart in figure 5 above, the Maya’s (22%) and Mestizo’s (20%) are

discriminated against the most by others.

1) Why do students discriminate?

 The Determinant Factors 19

Figure 6

Why Do Students Discriminate?

23% 3% 20% Pleasure

Belief of Superiority
Jealousy
Ignorance
Conceit
11% Other
43%

The pie chart in figure 6 demonstrates that a percentage of forty three (43%) students

think students discriminate because they believe they are superior to others.

2) Why do teachers discriminate?

Figure 7

Why Do Teachers Discriminate?

17% 8% Pleasure
6% 19% Belief of Superiority
Jealousy
Ignorance
Conceit
11%
39% Other

According to the pie chart in figure 7, thirty nine per cent of students think teachers

discriminate because of ignorance. The second biggest reason why teachers discriminate against

other ethnic groups is the belief that some cultures are superior to other cultures.

3) Why do staff members discriminate?

 The Determinant Factors 20

Figure 8

Why Do Staff Members Discriminate?

10
9
8
7
6
NUmber of People

5
4
3
2
1
0
re y y ce it r
su r it us an ce he
lea ir o la o or
Co
n Ot
P pe Je Ign
f Su
fo
elie
B

The bar chart in figure 8 illustrates that a percentage of twenty nine (29%) students think

staff members discriminate because of ignorance. However, no students think teachers

discriminate due to conceit.

4) How does ethnic discrimination affect academic performance?

Figure 9

Does Ethnic Discrimination Affect Academic

Performance?

Yes
43% No

57%

According to the pie chart in figure 9, a percentage of fifty seven (57%) students think

that ethnic discrimination affects their academic performance.

 The Determinant Factors 21

Figure 10

How Discrimination Affect Academic Performace.

Improves Grades
Causes Lower Grades

Based on the pie chart on figure 10 above, it illustrates that eighty per cent (80%) of

students believe that ethnic discrimination causes them to receive lower grades in class.

5) How does ethnic discrimination affect the social behavior and well-being of students?

Figure 11

Does Ethnic Discrimination Affect Social Behavior

and Psychological Well-Being?

20%
Yes
No

80%

Eighty per cent (80%) of students state that ethnic discrimination affects both social

behaviour and psychological well-being of the students.

 The Determinant Factors 22

Figure 12

How Discrimination Affects Social Behavior and

Psychological Well-Being.

Number of People
20
15
10
5
0
Improves It Causes Negative Effects

The chart in figure 12 illustrates that a percentage of sixty eight (68%) of students think

that ethnic discrimination causes negative effects on them.

6) What can we do to reduce ethnic discrimination?

The research participants suggested some ways in which discrimination can be reduced.

Some students suggested that activities should be carried out to promote each culture and educate

others how important each culture is in society. In addition, to reduce discrimination students

suggested that participation in an activity is important so that each culture can learn that

everyone is equal and not superior to another culture. Concluding, as a parent one should teach

their children from infancy about each culture. Some students also stated that teachers should

spend time teaching their primary level students about each culture so as to avoid discrimination.
 The Determinant Factors 23

Conclusions and Recommendations

Summary

As previously stated thirty-five questionnaires were passed out and answered by the

individuals who received them. The results from these questionnaires were tabulated and

graphed. Then the graphs were analysed so that results could be drawn from that data.

It was shown from the answers received from the questionnaires that ethnic

discrimination does exist at the University of Belize. The questionnaires also stated that ethnic

discrimination comes mainly from students. Based on the survey, most students thought that

students and teachers discriminate one another because they have a mentality of superiority.

However, students thought that the staff members discriminate because of ignorance. According

to the survey, most students thought that discrimination does not affect students’ academic

performance but it does affect their social behaviour and psychological well-being.

Discussion

Based on our findings, we came to the conclusion that discrimination does exist at the

University of Belize. It has been shown that discrimination comes mostly from student and not

from lecturers, staff and other persons. The survey shows that students discriminate against other

ethnic groups more than the teachers/lecturers or staff members.

Most students discriminate one another because they have a mentality that some ethnic

groups are superior to others. Students thought that the staff members and teachers discriminate

because of ignorance.  Figure 7 stated that 39% of the teachers discriminate against students

because of ignorance and 19% because of belief of superiority while staff members discriminate

students because of ignorance. Jealousy is also a factor why people discriminate. One ethnic
 The Determinant Factors 24

group may have greater achievements than the other; or one group may be more dominant than

others. The minority groups become jealous of the majority group, because the majority group

might have more opportunities and a greater control over a certain segment of society. Another

major cause of discrimination is the way people were raised. Some people grow up thinking that

it is right to treat other ethnic groups in a certain derogatory way.

According to Figure 4 the culture that discriminates the most are the Mestizo’s and

Creoles because they make up the majority of the population of Belize and therefore the

population of students at the University of Belize. We also found out that the cultures that are

discriminated the most are the Maya and Mestizo cultures. The students answered that

discrimination does affect their performance in school and affects their social behaviour and their

psychological well-being. A greater percentage of students said that ethnic discrimination

affected their social behaviour and psychological well-being, because ethnic discrimination will

cause more disturbances in a person’s psychological self. Ethnic discrimination was found to

lower grades and cause negative effects to a person’s psychological self. Our findings support

the existing theory that discrimination exists at the University of Belize because 69% of students

said that ethnic discrimination existed while the remainder said that ethnic discrimination does

not exist at the University of Belize.

Recommendations

Every student attending the University of Belize should be happy to see that ethnic

discrimination is no prevalent at all times. Living in a multi-racial/ethnic country, we all need to

look at the situation in Belize and learn to appreciate one another and be happy that living

together is possible. However, no one should ignore the fact that ethnic discrimination exists

among the students, teachers/lecturers, and staff members. If everyone is aware of this, everyone
 The Determinant Factors 25

could work together to reduce unconscious and masked ethnic discrimination. Some ways to

reduce ethnic discrimination are by educating people about the ethnic groups and having cultural

activities.

Parents should teach their children from a young age that everyone has the same rights no

matter what culture they are. This includes teaching children that people should not be treated

with reference to their culture. Children should also be taught about the diverse cultures of Belize

and how to appreciate them because every culture makes up a very important part of Belize’s

heritage. People should also be educated about discrimination and prejudice and how to reduce

it. The University of Belize can also help to reduce ethnic discrimination by establishing rules

about the equality of ethnic groups and cultures. The University of Belize Act has as its guiding

principle that a human person has the right to “pursue knowledge in an environment based on

merit, ability and integrity and free from any discrimination based on race, colour, creed or

sex”[CITATION Law00 \p 6-7 \l 1033 ].

To reduce ethnic discrimination we must participate in more group/social activities at

school, work, home or wherever you are. Ethnic discrimination can also be reduced having more

cultural activities. UB should do a cultural activity for all the different cultures to participate.

Every ethnic group should have their own holiday. This awareness of ethnic groups can take the

way of educational programs such as multiculturalism and activities such as culture day.


 The Determinant Factors 26

Bibliography

Bolland, O. N. (2003). Colonialism and Resistance in Belize: Essays in Historical Sociology.

Benque Viejo del Carmen, Belize: Cuboloa Productions.

Cox, H., Larkin, L., & Bryan, J. (1984). Study Guide to Accompany Federico-Schwartz: Third

Edition Sociology. Reading, Massachusetts: Addison-Wesly Publishing Company.

Eitzen, D. S. (1985). In Conflict and Order: Understanding Society(3rd ed.). Newton,

Massachusetts: Allyn and Bacon, Inc.

Inciardi, J. A., & Rothman, R. A. (1990). Sociology and its Applications. Chicago: Harcourt

Brace Jovanovich Publishers.

Law Revision Commissioner. (2000, December 31). University of Belize Act: Chapter 37.

Substantive Laws of Belize, pp. 6-7.

Microsoft Encarta. (2008). Stereotype. Encarta World English Dictionary. Microsoft

Corporation.

Premdas, R. (2002, December 28). Belize: Identity and Ethnicity in a Multi-Ethnic State. (U. o.

Indies, Editor) Retrieved October 28, 2008, from Belize Country Conference Pre-prints:

http://cavehill.uwi.edu/bnccde/belize/conference/papers/premdas.html
 The Determinant Factors 27

Appendix

Questionnaire

Kindly answer the questions in this questionnaire with the assurance that any information

provided will remain in strict confidentiality. The purpose of this questionnaire is to understand

the cause and effect of ethnic discrimination on students at the University of Belize. The analysis

of the data gathered will be used in a class presentation for RSCH299. So please try your best to

answer all questions.

1) Age:
 16 – 18  22 – 24
 19 – 21  > 25

2) Sex:
 Male  Female

3) Culture:
 Mestizo  Creole
 Garifuna  East Indian
 Maya  Mennonite
 Chinese  Other _______________
 Taiwanese

4) Does ethnic discrimination exist in the University of Belize?

 Yes  No

5) If you answered yes for question four, where does the discrimination come from (can
more than one)?
 Students  Staff
 Teachers  Other ______________

6) Have you ever been discriminated based on your culture?

 Yes  No

7) If you answered yes for question six, how were you discriminated?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
8) If you answered yes for question six, by which culture are you mostly discriminated?
 The Determinant Factors 28

 Mestizo  Creole
 Garifuna  East Indian
 Maya  Mennonite
 Chinese  Other _____________
 Taiwanese

9) What culture do you think has been discriminated the most?

 Mestizo  Creole
 Garifuna  East Indian
 Maya  Mennonite
 Chinese  Other _____________
 Taiwanese

10) Have you been discriminated by students at the University of Belize?

 Yes  No

11) Why do you think students discriminate?

 Pleasure  Other
 Belief that certain ethnicities ________________________
are superior to others ________________________
 Jealousy ________________________
 Ignorance _________
 Conceit

12) Have you been discriminated by teachers at the University of Belize?

 Yes  No

13) Why do you think teachers discriminate?

 Pleasure  Other
 Belief that certain ethnicities ________________________
are superior to others ________________________
 Jealousy ________________________
 Ignorance _________
 Conceit

14) Have you been discriminated by the staff at the University of Belize?
 Yes  No

15) Why do you think the staff members discriminate?

 Pleasure  Other
 Belief that certain ethnicities ________________________
are superior to others ________________________
 Jealousy ________________________
 Ignorance _________
 Conceit

16) Do you think ethnic discrimination affects your academic performance?

 Yes  No
 The Determinant Factors 29

17) If you answered yes to question sixteen, how does it affect your academic performance?
 Improves grades  Causes lower grades

18) Do you think ethnic discrimination affects your social behaviour and psychological well-
being?
 Yes
 No
 The Determinant Factors 30

19) If you answered yes to question eighteen, how does it affect your social behaviour and
psychological well-being?
 Improves it  Causes negative effects

20) Suggest a way to reduce or eliminate ethnic discrimination.

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