Department of Psychological and Brain Sciences, The George Washington University, 2013 H Street NW, Washington, DC, 20006, USA.
Graduate School of Education, Stanford University, Stanford, USA.
Prev Sci. 2024 Jan;25(1):56-67. doi: 10.1007/s11121-023-01551-z. Epub 2023 Jun 7.
Ethnic-racial socialization is one strategy Black parents use to support their children's school engagement and academic achievement given the occurrence and toxic effects of discrimination. Egalitarianism and preparation for bias socialization messages have yielded mixed evidence of promotive and protective effects for Black youth's school outcomes, and effects may vary according to ethnicity. Thus, this research examined associations between ethnic-racial socialization messages and school engagement and achievement, and whether these messages protected against teacher discrimination effects on academic achievement transmitted through school engagement, among a nationally representative sample of Black adolescents who participated in the National Survey of American Life Adolescent supplement study. Ethnic-racial socialization message content and the frequency of communication about race demonstrated different associations with engagement (i.e., school bonding, aspiration-expectation discrepancy, and disciplinary actions) and achievement (i.e., grades) for African American and Caribbean Black youth. However, the benefits were not sufficient to combat the adverse effects of teacher discrimination on school engagement and, in turn, achievement. These findings highlight the utility of integrating ethnic-racial socialization into prevention programs to support Black youth's school experiences; demonstrate the importance of attention to heterogeneity within Black youth; and underscore the critical need for prevention programs to address teacher discrimination.
种族社会化是黑人父母用来支持孩子学业参与和学业成就的策略之一，因为歧视的发生和毒性影响。平等主义和对偏见社会化信息的准备为黑人青年的学校成果提供了促进和保护作用的混合证据，而且这些效果可能因种族而异。因此，本研究在全国代表性的黑人青少年样本中，考察了种族社会化信息与学业参与和成就之间的关系，以及这些信息是否能保护学业参与所传递的教师歧视对学业成就的影响，这些青少年参与了美国生活青少年补充研究的全国调查。种族社会化信息的内容和种族沟通的频率与非洲裔美国和加勒比裔黑人青少年的参与（即学校联系、期望差距和纪律处分）和成就（即成绩）有不同的关联。然而，这些好处不足以克服教师歧视对学业参与的不利影响，进而影响学业成就。这些发现强调了将种族社会化融入预防计划以支持黑人青年的学校经历的实用性；展示了关注黑人青年内部异质性的重要性；并强调了预防计划解决教师歧视的迫切需要。
