Oregon State University.
San Francisco State University.
J Res Adolesc. 2016 Dec;26(4):769-775. doi: 10.1111/jora.12228. Epub 2015 Sep 29.
In this study, ethnic identity, stereotype threat, and perceived discrimination were examined in relationship to academic achievement and hopelessness in a sample of 129 Native American adolescents aged 14-19. Regression analyses with self-reported data indicated two major findings. Ethnic identity interacted with stereotype threat to predict academic achievement, where participants with high ethnic identity and low stereotype threat scores reported higher grade point averages. Ethnic identity also interacted with perceived discrimination to predict hopelessness, where participants with low ethnic identity and high perceived discrimination scores were higher in hopelessness. Findings are discussed in light of the joint role that ethnic identity and perceived bias have in relationship to developmental outcomes in Native American adolescents.
在这项研究中，研究人员调查了 129 名 14 至 19 岁的美国原住民青少年的种族认同、刻板印象威胁和感知歧视与学业成绩和绝望感之间的关系。回归分析显示了两个主要发现。种族认同与刻板印象威胁相互作用，预测学业成绩，其中具有高种族认同和低刻板印象威胁得分的参与者报告的平均绩点较高。种族认同也与感知歧视相互作用，预测绝望感，其中具有低种族认同和高感知歧视得分的参与者的绝望感更高。研究结果在考虑到种族认同和感知偏见在与美国原住民青少年发展结果的关系中的共同作用的基础上进行了讨论。
