Department of Public Health Education, University of North Carolina, Greensboro, 1408 Walker Avenue, 437 Coleman Building, Greensboro, NC 27412.
J Sch Health. 2018 Feb;88(2):159-166. doi: 10.1111/josh.12589.
Adolescence is a critical phase of development and experimentation with delinquent behaviors. There is a growing body of literature exploring individual and structural impacts of discrimination on health outcomes and delinquent behaviors. However, there is limited research assessing how school diversity and discrimination impact students' delinquent behaviors. In response, the purpose of this study was to assess if individual- and school-level indicators of discrimination and diversity were associated with student delinquent behaviors among African American and White students.
We analyzed Wave I (1994-1995) data from the National Longitudinal Study of Adolescent Health. Our analysis was limited to 8947 African American and White students (73% White, 48% male, and 88% parent ≥ high school education). We used multilevel zero-inflated negative binomial regression to test the association of individual- and school characteristics and discrimination with the number of self-reported delinquent behaviors.
Race, sex, perceived peer inclusion, and teacher discrimination were predictors of students' delinquent behaviors. The average school perceived peer inclusion and percentage of African Americans in teaching roles were associated with delinquent behaviors.
Findings from this study highlight the potential for intervention at the interpersonal and school levels to reduce delinquency among African American and White students.
青春期是发展和尝试不良行为的关键阶段。越来越多的文献探讨了歧视对健康结果和不良行为的个体和结构影响。然而，评估学校多样性和歧视如何影响学生的不良行为的研究有限。有鉴于此，本研究的目的是评估个人和学校层面的歧视和多样性指标是否与非裔美国人和白人学生的学生不良行为有关。
我们分析了国家青少年健康纵向研究的第一波（1994-1995 年）数据。我们的分析仅限于 8947 名非裔美国人和白人学生（73%的白人，48%的男性，88%的父母具有高中以上学历）。我们使用多层次零膨胀负二项回归来检验个人和学校特征以及歧视与自我报告的不良行为数量之间的关联。
种族、性别、感知到的同伴包容度和教师歧视是学生不良行为的预测因素。平均学校感知到的同伴包容度和教师中非洲裔美国人的比例与不良行为有关。
本研究的结果强调了在人际和学校层面进行干预的潜力，以减少非裔美国人和白人学生的犯罪行为。
