Department of Psychology, University of Kentucky, 215 Kastle Hall, Lexington, KY 40506, USA.
Child Dev. 2012 Sep-Oct;83(5):1477-85. doi: 10.1111/j.1467-8624.2012.01786.x.
This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first- and second-generation Mexican immigrant children living in a predominantly White community (N=204, 19 schools, mean age=9years). The study also examined schools' promotion of multiculturalism and teachers' attitudes about the value of diversity in predicting immigrant youth's attitudes and experiences. Results indicated that Latino immigrant children in this White community held positive and important ethnic identities and perceived low overall rates of discrimination. As expected, however, school and teacher characteristics were important in predicting children's perceptions of discrimination and ethnic identity, and moderated whether perceptions of discrimination and ethnic identity were related to attitudes about school and academic performance.
本研究考察了主要来自第一代和第二代墨西哥移民家庭、居住在以白人为主的社区的儿童的种族认同、歧视感知以及学术态度和表现（N=204，19 所学校，平均年龄为 9 岁）。该研究还考察了学校对多元文化的推广以及教师对多样性价值的态度对移民青年态度和经历的预测作用。结果表明，在这个白人社区中，拉丁裔移民儿童持有积极且重要的种族认同，并认为总体歧视率较低。然而，正如预期的那样，学校和教师的特点对于预测儿童对歧视和种族认同的看法非常重要，并且调节了歧视和种族认同的看法与对学校和学业成绩的态度之间的关系。
