Department of Educational Psychology, University of Wisconsin-Madison, 1025 W. Johnson St., Madison, WI 53706, USA.
Am J Community Psychol. 2012 Mar;49(1-2):98-111. doi: 10.1007/s10464-011-9443-0.
Ethnically diverse high school contexts present unique social opportunities for youth to form interethnic relationships, but they may also subject students to certain social challenges such as peer ethnic discrimination. With a sample of 1,072 high school students (55% girls; 54% Latino, 20% African American, 14% Asian, 12% White) attending 84 high schools, school context factors that protect students' exposure to peer ethnic discrimination across the high school years were investigated with a three-level hierarchical linear model. Each spring for four consecutive years (grades 9-12), self-reported peer ethnic discrimination, interracial climate at school, and perceived school ethnic composition were assessed. At the school level, objective high school ethnic composition data were collected. Peer ethnic discrimination was found to decline slightly across the high school years. Above and beyond this decline, more positive perceptions of the school interracial climate and both objective and perceived numerical ethnic majority status predicted lower levels of peer ethnic discrimination. Taken together, the results highlight the significance of both objective (e.g., ethnic composition) and subjective (e.g., interracial climate) aspects of the school ethnic context to students' high school social experiences.
在种族多元化的高中环境中，青少年有独特的社交机会可以形成跨种族关系，但他们也可能面临一些社交挑战，如同伴的种族歧视。本研究对 84 所高中的 1072 名高中生（55%为女生；54%为拉丁裔，20%为非裔美国人，14%为亚裔，12%为白人）进行了为期四年（9-12 年级）的春季调查，采用三层层次线性模型，研究了保护学生在整个高中阶段免受同伴种族歧视的学校环境因素。每年春天，研究人员都会评估自我报告的同伴种族歧视、学校内的种族间氛围以及感知到的学校种族构成。在学校层面，收集了客观的高中种族构成数据。研究发现，同伴种族歧视在高中阶段略有下降。除了这种下降，对学校种族间氛围的更积极看法，以及客观和感知到的多数民族地位，都预示着较低水平的同伴种族歧视。综上所述，研究结果强调了学校种族环境的客观（如种族构成）和主观（如种族间氛围）方面对学生高中社交体验的重要性。
