Navigating Identity: The Role of Skin Tone and Peer Victimization in Adolescent Well-Being in Chile

This research investigates the complex interplay between skin tone, peer victimization, and life satisfaction in Chilean adolescents, contributing to the ongoing discourse on social inequality and adolescent well-being in Latin America. Anchored in social identity and discrimination theories, the study explores how adolescents' self-perceived skin color influences their experiences with peer victimization and its impact on their overall life satisfaction within the school environment. The data were sourced from the National Survey on Student Trajectories and Transitions, conducted from 2017 to 2018, with a sample of 466 students (aged 14-18) from 58 urban schools across Chile.

Through the application of hierarchical multivariate ordinary least squares (OLS) regression and interaction models, the study evaluated the effects of peer victimization, school climate, and skin tone on adolescents' life satisfaction. Control variables, such as family structure and levels of parental involvement, were also included in the analysis. The results reveal that peer victimization negatively influences life satisfaction, with lighter-skinned students experiencing a more pronounced decline in well-being. Although skin tone alone did not predict life satisfaction, its interaction with peer victimization amplified the negative effects, especially for students identifying with lighter skin tones. Conversely, a positive school environment and high levels of parental involvement, particularly maternal, were linked to higher life satisfaction and mitigated the negative consequences of victimization.

These findings underscore the importance of addressing racialized experiences and their impact on adolescent well-being in educational settings. The study offers critical insights for developing inclusive school policies that promote equity and foster positive outcomes for all students, regardless of their skin color.