Learning Research and Development Center, University of Pittsburgh, 3939 O'Hara Street, Office #745, Pittsburgh, PA, 15260, USA.
J Youth Adolesc. 2021 May;50(5):978-991. doi: 10.1007/s10964-020-01377-w. Epub 2021 Jan 13.
Culturally relevant practices are valuable assets for ethnically-racially diverse schools, but few studies examine whether such practices promote students' engagement in school longitudinally and whether ethnicity-race moderates the effects of such practices on students' engagement. To address this gap, the present study examined whether schools that acknowledge and promote positive messages about youth's ethnicity-race (i.e., school cultural socialization practices) promoted multiple dimensions of students' school engagement and whether these links differed between African American and European American students. Data were collected in four waves during a two-year period from 403 fifth graders (55.1% males; 63% African American, 37% European American). The results revealed that African American youth who perceived more school cultural socialization reported greater behavioral and affective engagement (but not cognitive engagement) six months later. European Americans' perceived school cultural socialization was unrelated to their levels of engagement in later months. Across groups, neither type of engagement predicted subsequent school cultural socialization, supporting the direction of effects in the results. Implications are discussed regarding how educators can leverage cultural socialization to promote school engagement among African American youth.
文化相关实践对于族裔多样化的学校来说是宝贵的资产，但很少有研究探讨这些实践是否能促进学生在学校的长期参与，以及种族是否会调节这些实践对学生参与的影响。为了解决这一差距，本研究探讨了学校是否承认和促进关于青年种族的积极信息（即学校文化社会化实践），是否促进了学生学校参与的多个维度，以及这些联系在非裔美国人和欧洲裔美国学生之间是否存在差异。在两年的时间里，从 403 名五年级学生（55.1%男生；63%非裔美国人，37%欧洲裔美国人）中收集了四个阶段的数据。结果表明，认为学校文化社会化程度更高的非裔美国青年在六个月后表现出更大的行为和情感参与（但不是认知参与）。欧洲裔美国人对学校文化社会化的感知与他们在以后几个月的参与程度无关。在各个群体中，都没有一种参与形式预示着随后的学校文化社会化，这支持了结果中的影响方向。讨论了教育工作者如何利用文化社会化来促进非裔美国青年的学校参与。
