University of Wisconsin, Milwaukee, WI, USA.
University of Wisconsin, Madison, School of Human Ecology, Madison, WI, USA.
J Youth Adolesc. 2024 Oct;53(10):1-13. doi: 10.1007/s10964-024-02016-4. Epub 2024 May 29.
Although it is well-documented that school-based racial discrimination can have adverse effects on African American adolescents, the understanding of how socio-emotional factors can act as safeguards is still limited. This study explores whether emotion regulation, mentor support, and parent racial socialization help African American boys cope with school-based racial discrimination. Factors such as emotion regulation are internal assets, while mentor support and parent racial socialization are external resources. Four hundred and eighty-seven African American boys aged 12 to 18 (M = 14.33; SD = 1.62) participated. School-based racial discrimination correlated negatively with psychological well-being. Only emotion regulation and parental racial socialization were related to positive psychological well-being. However, mentor support buffered against the negative impacts of school-based racial discrimination on psychological well-being. These results underscore the significance of assets and resources in bolstering African American boys' resilience against school-based racial discrimination, with implications for interventions and future research.
尽管有大量文献表明，学校中的种族歧视会对非裔美国青少年产生不良影响，但对于社会情感因素如何起到保护作用的理解仍然有限。本研究探讨了情绪调节、导师支持和父母的种族社会化是否有助于非裔美国男孩应对学校中的种族歧视。情绪调节等因素属于内在资产，而导师支持和父母的种族社会化则属于外部资源。共有 487 名 12 至 18 岁的非裔美国男孩（M = 14.33；SD = 1.62）参与了研究。学校中的种族歧视与心理健康呈负相关。只有情绪调节和父母的种族社会化与积极的心理健康相关。然而，导师支持缓冲了学校中的种族歧视对心理健康的负面影响。这些结果强调了资产和资源在增强非裔美国男孩应对学校中的种族歧视的韧性方面的重要性，这对干预措施和未来的研究具有启示意义。
