Wong Carol A, Eccles Jacquelynne S, Sameroff Arnold
University of Delaware, USA.
J Pers. 2003 Dec;71(6):1197-232. doi: 10.1111/1467-6494.7106012.
Do experiences with racial discrimination at school predict changes in African American adolescents' academic and psychological functioning? Does African American ethnic identity buffer these relations? This paper addresses these two questions using two waves of data from a longitudinal study of an economically diverse sample of African American adolescents living in and near a major East Coast metropolis. The data were collected at the beginning of the 7th grade and after the completion of the 8th grade. As expected, experiences of racial discrimination at school from one's teachers and peers predicts declines in grades, academic ability self-concepts, academic task values, mental health (increases in depression and anger, decreases in self-esteem and psychological resiliency), and increases in the proportion of one's friends who are not interested in school and who have problem behaviors. A strong, positive connection to one's ethnic group (our measure of ethnic identity) reduced the magnitude of the association of racial discrimination experiences with declines in academic self-concepts, school achievement, and perception of friends' positive characteristics, as well as the association of the racial discrimination experiences with increases in problem behaviors.
在学校遭受种族歧视的经历能否预测非裔美国青少年学业和心理功能的变化？非裔美国人的族群认同能否缓冲这些关系？本文利用对生活在东海岸一个主要大都市及其周边、经济背景各异的非裔美国青少年进行的纵向研究中的两波数据，回答这两个问题。数据收集于七年级初和八年级结束后。不出所料，来自教师和同龄人的学校种族歧视经历预示着成绩下降、学业能力自我概念下降、学业任务价值下降、心理健康问题（抑郁和愤怒增加，自尊和心理韧性下降），以及对学业不感兴趣且有问题行为的朋友比例增加。与自己的族群建立紧密、积极的联系（我们对族群认同的衡量标准），会降低种族歧视经历与学业自我概念下降、学业成绩下降以及对朋友积极特征认知之间的关联程度，同时也会降低种族歧视经历与问题行为增加之间的关联程度。
