Murry Velma McBride, Berkel Cady, Brody Gene H, Miller Shannon J, Chen Yi-Fu
Center for Family Research, University of Georgia.
Prevention Research Center, Arizona State University.
Cultur Divers Ethnic Minor Psychol. 2009 Jan;15(1):1-10. doi: 10.1037/a0013180.
Data obtained from 2 waves of a longitudinal study of 671 rural African American families with an 11-year-old preadolescent were used to examine pathways through which racial and ethnic socialization influence youth self-presentation, academic expectations, and academic anticipation. Structural equation modeling analyses indicated that racial and ethnic socialization were linked with youth expectations for and anticipation of academic success through youth self-pride, which included racial identity and self-esteem, and through academic self-presentation. The results highlight the need to disaggregate racial and ethnic socialization to attain a better understanding of the ways in which these parenting domains uniquely forecast youth self-pride and academic orientation.
从一项针对671个有11岁青春期前儿童的非洲裔美国农村家庭的纵向研究的两波数据中，我们用来检验种族和族裔社会化影响青少年自我呈现、学业期望和学业预期的途径。结构方程模型分析表明，种族和族裔社会化通过青少年的自我骄傲感与青少年对学业成功的期望和预期相关联，其中自我骄傲感包括种族认同和自尊，并且通过学业自我呈现。研究结果强调需要对种族和族裔社会化进行细分，以便更好地理解这些养育领域独特地预测青少年自我骄傲感和学业取向的方式。
