Dotterer Aryn M, McHale Susan M, Crouter Ann C
Department of Human Development and Family Studies, Purdue University, West Lafayette, Indiana.
Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania.
Appl Dev Sci. 2009 Apr 1;13(2):51-73. doi: 10.1080/10888690902801442. Epub 2009 Apr 10.
This study investigated the links between racial discrimination and school engagement and the roles of racial socialization and ethnic identity as protective factors in those linkages in a sample of 148, 6 through 12 grade African American adolescents from working and middle class two-parent families. In home interviews youth described their ethnic identity, discrimination experiences at school, and school engagement (school bonding, school grades, school self-esteem), and parents rated their racial socialization practices. Analyses revealed that discrimination was negatively related to school self-esteem and school bonding. Racial socialization had additive effects on school self-esteem and school bonding, but did not moderate the discrimination -- school engagement association. For boys, ethnic identity had additive effects on school bonding, but for girls, ethnic identity moderated the relation between discrimination and school bonding: When girls experienced more discrimination and had lower ethnic identity, they reported lower school bonding. Discrimination, racial socialization, and ethnic identity were not related to school grades.
本研究调查了种族歧视与学校参与度之间的联系，以及种族社会化和族群认同在这些联系中作为保护因素所起的作用，样本为148名来自工薪阶层和中产阶级双亲家庭的6至12年级非裔美国青少年。在家庭访谈中，青少年描述了他们的族群认同、在学校的歧视经历以及学校参与度（学校归属感、学业成绩、学校自尊），父母对他们的种族社会化实践进行了评分。分析表明，歧视与学校自尊和学校归属感呈负相关。种族社会化对学校自尊和学校归属感有累加效应，但并未调节歧视与学校参与度之间的关联。对于男孩，族群认同对学校归属感有累加效应，但对于女孩，族群认同调节了歧视与学校归属感之间的关系：当女孩遭受更多歧视且族群认同较低时，她们的学校归属感也较低。歧视、种族社会化和族群认同与学业成绩无关。
