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1.
The present study explored how relationships with natural mentors may contribute to African American adolescents’ long‐term educational attainment by influencing adolescents’ racial identity and academic beliefs. This study included 541 academically at‐risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long‐term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed. 相似文献
2.
Deborah Rivas‐Drake Eleanor K. Seaton Carol Markstrom Stephen Quintana Moin Syed Richard M. Lee Seth J. Schwartz Adriana J. Uma?a‐Taylor Sabine French Tiffany Yip Ethnic Racial Identity in the st Century Study Group 《Child development》2014,85(1):40-57
The construction of an ethnic or racial identity is considered an important developmental milestone for youth of color. This review summarizes research on links between ethnic and racial identity (ERI) with psychosocial, academic, and health risk outcomes among ethnic minority adolescents. With notable exceptions, aspects of ERI are generally associated with adaptive outcomes. ERI are generally beneficial for African American adolescents' adjustment across all three domains, whereas the evidence is somewhat mixed for Latino and American Indian youth. There is a dearth of research for academic and health risk outcomes among Asian American and Pacific Islander adolescents. The review concludes with suggestions for future research on ERI among minority youth. 相似文献
3.
This study investigated the role of racial identity and maternal support in reducing psychological distress among African American adolescents. Both direct and indirect influences of multiple dimensions of racial identity (i.e., centrality, private regard) and maternal support on perceived stress, depressive symptoms, and anxiety were examined among 521 African American twelfth graders. Findings indicated that maternal support was positively related to both centrality and private regard. Results provided little support for a direct association between racial identity or maternal support and depressive symptoms and anxiety within a multivariate context. Rather, the influences of racial identity attitudes and maternal support on these mental health outcomes were mediated by perceived stress. Further, the two racial identity attitudes were associated with perceived stress in different ways. Study findings suggest that the significance and meaning that African American adolescents attribute to being Black may be critical to their psychological well-being, and that maternal support and perceived stress are important considerations. 相似文献
4.
This study tested the longitudinal association between perceptions of racial discrimination and racial identity among a sample of 219 African American adolescents, aged 14 to 18. Structural equation modeling was used to test relations between perceptions of racial discrimination and racial identity dimensions, namely, racial centrality, private regard, and public regard at 3 time points. The results indicated that perceived racial discrimination at Time 1 was negatively linked to public regard at Time 2. Nested analyses using age were conducted, and perceptions of racial discrimination at Time 2 were negatively linked to private regard at Time 3 among older adolescents. The findings imply that perceived racial discrimination is linked to negative views that the broader society has of African Americans. 相似文献
5.
A synthesis of the literature related to identity processes among American ethnic and racial minority children and adolescents is presented. In general, ethnic and racial identification, preferences, and attitudes have been studied among younger children, while the constructs of ego identity and ethnic identity have been generally studied among adolescents. The literature is unequally distributed across ethnic groups, with more research on African Americans and American Indians, and on Hispanics and Asians. Methodological concerns, such as problems of nonequivalence across groups, are identified in the conduct of research on ethnic and racial minorities. The synthesis concludes with an identification of intervention efforts along with an articulation of conceptual issues salient for promoting and theorizing about identity development processes among ethnic and racial minority children and adolescents. 相似文献
6.
Eileen R. C. Parsons Lynn Uyen Tran Crystall Travis Gomillion 《International Journal of Science Education》2013,35(11):1469-1489
Achievement disparities among racial groups attest to the elusiveness of the ‘science for all’ goal, an emphasis of reform efforts in the USA. One popular approach to making science accessible to all is group work. The study investigated roles attained by five African American and six European‐American eighth graders working in small, racially mixed groups. What roles did the African‐American and European‐American students attain in the small, racially mixed science groups? Did race‐associated patterns of role attainment exist? If so, what was the nature of the patterns? Roles were derived and patterns examined via the qualitative and quantitative analyses of videotaped group interactions. The findings indicated that European‐Americans attained roles more frequently than their African‐American counterparts of comparable abilities and whiteness operated in the small groups. The findings imply racial inequities in group work and the need for teachers to consider race when employing it. 相似文献
7.
Cluster analytic methods were used to create 4 theorized ethnic identity statuses (achieved, foreclosed, moratorium, and diffused) among 940 African American adolescents (13-17 years old), college students (18-23 years old), and adults (27-78 years old). Evidence for the existence of 4 identity statuses was found across the 3 age groups. The distribution of individuals differed by age group, with the older participants disproportionately occupying the more mature statuses. Identity status was related to identity content such that achieved individuals reported higher levels of racial centrality and private regard. Finally, there was a significant interaction between developmental age group and identity status for depressive symptoms such that diffused college students reported higher symptoms than achieved college students. No status differences were found for the other 2 age groups. 相似文献
8.
A considerable amount of social identity research has focused on race and racial identity, while gender identity, particularly among Black adolescents, remains underexamined. The current study used survey data from 183 Black adolescent males (13–16 years old) to investigate the development and relation between racial and gender identity centrality and private regard, and how these identities impact adjustment over time. It was found that dimensions of racial and gender identity were strongly correlated. Levels of racial centrality increased over time while gender centrality, and racial and gender private regard declined. In addition, racial and gender identity uniquely contributed to higher levels of psychological well‐being and academic adjustment. These findings are discussed within the context of existing identity theories and intersectionality theory. 相似文献
9.
This study investigated whether parental racial socialization practices moderated the relation between racial discrimination in school and adolescents’ educational outcomes. Using data from a longitudinal study of an economically diverse sample of 630 African American adolescents (mean age = 14.5) from a major East Coast metropolis, the results revealed that cultural socialization attenuated the effect of teacher discrimination on grade point average (GPA) and educational aspirations, as well as the effect of peer discrimination on GPA. Also, preparation for bias and cultural socialization interacted to make unique contributions to African American adolescents’ educational outcomes. Finally, there was some evidence that teacher discrimination was more detrimental to the academic engagement of African American males than females. Implications for research and practice are discussed. 相似文献
10.
Historic racial disparities in the United States have created an urgent need for evidence-based strategies promoting African American students’ academic performance via school-based ethnic-racial socialization and identity development. However, the temporal order among socialization, identity, and academic performance remains unclear in extant literature. This longitudinal study examined whether school cultural socialization predicted 961 African American adolescents’ grade point averages through their ethnic-racial identities (49.6% males; Mage = 13.60; 91.9% qualified for free lunch). Results revealed that youth who perceived more school cultural socialization had better grades 1 and 2 years later. In addition, identity commitment (but not exploration) fully mediated these relations. Implications for how educators can help adolescents of color succeed in schools are discussed. 相似文献
11.
Factors influencing persistence decisions among 346 racial/ethnic minority and 813 European American freshman and sophomore undergraduates were explored. Gender and racial/ethnic differences were found in centrality and public regard of racial/ethnic identity. Perceptions of the university environment and self‐beliefs predicted persistence decisions for everyone. Suggestions for college counselors working with students exhibiting risk factors for academic persistence are presented. 相似文献
12.
Ming-Te Wang Leann V. Smith Dana Miller-Cotto James P. Huguley 《Child development》2020,91(3):e528-e544
Increased attention is being placed on the importance of ethnic-racial socialization in children of color's academic outcomes. Synthesizing research on the effects of parental ethnic-racial socialization, this meta-analysis of 37 studies reveals that overall the relation between ethnic-racial socialization and academic outcomes was positive, though the strength varied by the specific academic outcome under consideration, dimension of ethnic-racial socialization utilized, developmental age of the child receiving the socialization, and racial/ethnic group implementing the socialization. Ethnic-racial socialization was positively related to academic performance, motivation, and engagement, with motivation being the strongest outcome. Most dimensions of ethnic-racial socialization were positively related to academic outcomes, except for promotion of mistrust. In addition, the link between ethnic-racial socialization and academic outcomes was strongest for middle school and college students, and when looking across ethnic-racial groups, this link was strongest for African American youth. The results suggest that different dimensions of ethnic-racial socialization have distinct relationships with diverse academic outcomes and that the effects of ethnic-racial socialization vary by both youth developmental levels and racial/ethnic groups. 相似文献
13.
Stefanie C. Gilbert Dominicus So Tina Maria Russell Thomas R. Wessel 《Journal of College Counseling》2006,9(2):111-122
Previous research found racial identity predictive of psychological distress among African American students at predominantly White colleges. This study examined these relationships among 154 African American undergraduates attending a historically Black university. Racial identity was independent of psychological distress, suggesting that African American students' racial identity predicts psychological distress only in settings in which they are the minority. 相似文献
14.
Utilizing a Critical Race Mixed Methodology framework, the purpose of this concurrent (QUANT +qual) mixed methods study was to investigate the relationships between the racial identity, science identity, science self-efficacy beliefs, and science achievement of 347 African American college students who attend historically Black colleges and universities (HBCUs). The quantitative data identified several statistically significant relationships between science identity, racial identity, science self-efficacy, and science achievement. The results of a path analysis suggested that college science achievement is significantly explained by science identity (indirect effect = 0.09, p < 0.01), and marginally by racial identity measures (centrality, nationalist, and public regard), with science self-efficacy serving as a mediator. In the qualitative strand, semi-structured interviews were conducted with 14 students from the quantitative strand in order to corroborate the findings between the two methods. The qualitative data revealed that HBCUs facilitate the development of the constructs of interest by establishing Black racial cohesion and Black science cohesion, as well as by building students’ science cultural capital. Overall the qualitative findings corroborated several key quantitative findings. 相似文献
15.
Research on pubertal development among Black boys is limited. Addressing this gap, we examined associations between three pubertal domains (e.g., voice change, hair growth, and perceived relative timing), depressive symptoms, self-esteem, and self-efficacy, among a nationally representative sample of 395 African American and 164 Caribbean Black boys (Mage = 15 years). Moderation by ethnic–racial identity (e.g., racial centrality, racial regard) was also explored. Results indicated that for both ethnic subgroups early voice change increased self-esteem; whereas early voice change increased depressive symptoms among boys who felt society views Blacks more negatively. Buffering effects of ethnic–racial identity also varied significantly between the two groups. Findings suggest that the meaning Black boys ascribe to their ethnic–racial group may explain puberty-linked outcomes. 相似文献
16.
In this paper, we review research on parental expectations and their effects on student achievement within and across diverse
racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that
students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority
parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity
that moderate the relation between students' previous performance and parental expectations. Our review also indicates that
the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority
families than for European American families. We describe four mediating processes by which high parental expectations may
influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article
concludes with a discussion of educational implications as well as suggestions for future research. 相似文献
17.
Racial/Ethnic Discrimination and Adolescents’ Well‐Being: The Role of Cross‐Ethnic Friendships and Friends’ Experiences of Discrimination 
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下载免费PDF全文 There is an extensive body of work documenting the negative socioemotional and academic consequences of perceiving racial/ethnic discrimination during adolescence, but little is known about how the larger peer context conditions such effects. Using peer network data from 252 eighth graders (85% Latino, 11% African American, 5% other race/ethnicity), the present study examined the moderating role of cross‐ethnic friendships and close friends’ experiences of discrimination in the link between adolescents’ perceptions of discrimination and well‐being. Cross‐ethnic friendships and friends’ experiences of discrimination generally served a protective role, buffering the negative effects of discrimination on both socioemotional well‐being and school outcomes. Overall, results highlight the importance of considering racial/ethnic‐related aspects of adolescents’ friendships when studying interpersonal processes closely tied to race/ethnicity. 相似文献
18.
Kelly A. Rodgers 《Roeper Review》2013,35(2):111-120
This article explores the interaction between racial and ethnic identity, racial centrality, and giftedness and then uses an expectancy-value motivation model as a framework for understanding how the interplay among racial identity, centrality, and giftedness contributes to the motivation of African American gifted students. The analysis begins by defining racial and ethnic identity and discussing their relationship to racial centrality. Next, the interactions among racial and ethnic identity, centrality, and some socio-emotional aspects associated with giftedness are examined. An expectancy-value model then provides a framework for understanding how race centrality, racial/ethnic identity, and giftedness influence the motivational patterns of gifted African American students. Suggestions for future research are provided. 相似文献
19.
《Parenting, science and practice》2013,13(2):127-150
Objective. This research study tested a social cognitive model in which family socioeconomic status (SES) and neighborhood quality predicted parental efficacy, which then predicted the academic and social-emotional adjustment of adolescents through 3 parental behaviors (monitoring, parental involvement, and parent-adolescent communication). Design. The study investigated parental efficacy among a stratified random sample of 929 parents and their adolescent children in the United States. Parents and adolescents provided reports through telephone interviews. Structural equation modeling tested the model fit for the overall sample and for European American (n = 387), African American (n = 259), and Latin American (n = 283) subsamples. Results. The model fit for the overall sample and for each racial or ethnic group. Paths within each model also were examined. For the overall sample, neighborhood quality predicted parental efficacy, parental efficacy predicted reported parental involvement and monitoring, both of which predicted academic and social-emotional adjustment of adolescents, and parent-adolescent communication predicted social-emotional adjustment. Some racial or ethnic differences in paths emerged. Conclusions. Overall, the study supported predictions made by social cognitive theory. Given the link between parental efficacy, parenting behaviors, and adolescent outcomes, 1 important goal of programs for parents of adolescents might be to bolster parental efficacy. 相似文献
20.
Jelani Mandara Noni K. Gaylord‐Harden Maryse H. Richards Brian L. Ragsdale 《Child development》2009,80(6):1660-1675
This study assessed the unique effects of racial identity and self‐esteem on 259 African American adolescents’ depressive and anxiety symptoms as they transitioned from the 7th to 8th grades (ages 12–14). Racial identity and self‐esteem were strongly correlated with each other for males but not for females. For both males and females, an increase in racial identity over the 1 year was associated with a decrease in the prevalence of depressive symptoms over the same period, even with self‐esteem controlled. It was concluded that racial identity may be as important as self‐esteem to the mental health of African American adolescents, and it explains variance in their mental health not associated with feelings of oneself as an individual. 相似文献