Del Toro Juan, Wang Ming-Te
University of Pittsburgh.
Child Dev. 2021 Jul;92(4):1458-1475. doi: 10.1111/cdev.13467. Epub 2020 Nov 17.
Historic racial disparities in the United States have created an urgent need for evidence-based strategies promoting African American students' academic performance via school-based ethnic-racial socialization and identity development. However, the temporal order among socialization, identity, and academic performance remains unclear in extant literature. This longitudinal study examined whether school cultural socialization predicted 961 African American adolescents' grade point averages through their ethnic-racial identities (49.6% males; M = 13.60; 91.9% qualified for free lunch). Results revealed that youth who perceived more school cultural socialization had better grades 1 and 2 years later. In addition, identity commitment (but not exploration) fully mediated these relations. Implications for how educators can help adolescents of color succeed in schools are discussed.
美国历史上的种族差异迫切需要基于证据的策略，通过以学校为基础的种族社会化和身份发展来促进非裔美国学生的学业成绩。然而，在现有文献中，社会化、身份认同和学业成绩之间的时间顺序仍不明确。这项纵向研究调查了学校文化社会化是否通过种族身份预测了961名非裔美国青少年的平均绩点（49.6%为男性；M = 13.60；91.9%符合免费午餐条件）。结果显示，那些感受到更多学校文化社会化的青少年在1年和2年后成绩更好。此外，身份认同的承诺（而非探索）完全中介了这些关系。本文还讨论了教育工作者如何帮助有色人种青少年在学校取得成功。
