Chavous Tabbye M, Rivas-Drake Deborah, Smalls Ciara, Griffin Tiffany, Cogburn Courtney
Combined Program in Education and Psychology, University of Michigan, Ann Arbor, MI 48109, USA.
Dev Psychol. 2008 May;44(3):637-54. doi: 10.1037/0012-1649.44.3.637.
The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and school importance attitudes for boys. Also, centrality moderated the relationship between discrimination and academic outcomes in ways that differed across gender. For boys, higher racial centrality related to diminished risk for lower school importance attitudes and grades from experiencing classroom discrimination relative to boys lower in centrality, and girls with higher centrality were protected against the negative impact of peer discrimination on school importance and academic self-concept. However, among lower race-central girls, peer discrimination related positively to academic self-concept. Finally, socioeconomic background moderated the relationship of discrimination with academic outcomes differently for girls and boys. The authors discuss the need to consider interactions of individual- and contextual-level factors in better understanding African American youths' academic and social development.
作者研究了8年级和11年级青少年男孩和女孩（204名男孩和206名女孩）的种族认同、基于学校的种族歧视经历与学业参与度结果之间的关系。作者发现，在同伴和课堂歧视方面以及早期和后期歧视经历对学业成果的影响方面存在性别差异。种族核心性与男孩的学业成绩和对学校重要性的态度呈正相关。此外，核心性以不同性别的方式调节了歧视与学业成果之间的关系。对于男孩来说，相对于核心性较低的男孩，较高的种族核心性与因经历课堂歧视而降低对学校重要性的态度和成绩的风险降低有关，而核心性较高的女孩则免受同伴歧视对学校重要性和学业自我概念的负面影响。然而，在种族核心性较低的女孩中，同伴歧视与学业自我概念呈正相关。最后，社会经济背景对女孩和男孩的歧视与学业成果之间的关系调节方式不同。作者讨论了在更好地理解非裔美国青少年的学业和社会发展时，需要考虑个体层面和背景层面因素的相互作用。
