To belong or not to belong: Protecting minority engagement in the face of discrimination

School belonging is pivotal in enabling sustained task engagement, yet minorities' belonging is contingent on the intergroup context. From a social identity approach, discrimination experiences elicit identity threat, undermining school belonging. Conversely, a positive diversity climate may shield belonging through protecting minority identities. This study addresses minority school belonging and task engagement from the interplay of identity threat and protection in diverse classrooms. We hypothesise that a positive diversity climate can buffer minority disengagement in response to discrimination by protecting school belonging. Drawing on Turkish and Moroccan minority samples (N = 1050) in 274 diverse classrooms in 52 Belgian secondary schools, we test multilevel models with school belonging as mediating process connecting minorities' engagement to the interplay of discrimination experiences with perceived diversity climate. Minority youth who experienced discrimination from teachers reported less school belonging, which in turn predicted lower task engagement. Conversely, minority perceptions of a positive diversity climate predicted more belonging. Moreover, perceived diversity climate buffered minority engagement against personal experiences of discrimination through protecting school belonging. Whereas discrimination experiences undermined minority school belonging and task engagement, minority perceptions of a positive diversity climate protected belonging and engagement against discrimination.