Saafir Amirah, Graham Sandra
Child and Adolescent Studies Department, California State University, Fullerton, CA 92831, USA.
Department of Education, University of California, Los Angeles, CA 90095, USA.
Behav Sci (Basel). 2024 Sep 27;14(10):872. doi: 10.3390/bs14100872.
In the current study, latent growth curve modeling is used to explore growth in ethnic-racial identity (ERI) commitment from 9th to 12th grade as a function of two aspects of the school ethnic-racial environment-perceived representation among peers and perceived discrimination from peers. The participants included 237 students that self-identified as African American (Mage = 14.7; 50% female). The results showed that perceiving more Black peers at school buffered the negative impact of racial discrimination from peers on ERI commitment. Further, the positive impact of perceived representation remained significant even after controlling for other markers of school ethnic-racial context including objective representation and school ethnic-racial diversity. The findings have implications for the environmental factors that support ERI development as well as how we study and conceptualize the influence of the school ethnic-racial environment.
在当前的研究中，潜在增长曲线模型被用于探究从九年级到十二年级期间，种族认同（ERI）承诺的发展情况，该发展情况是学校种族环境的两个方面（同龄人中的感知代表性和来自同龄人的感知歧视）的函数。参与者包括237名自我认定为非裔美国人的学生（平均年龄=14.7岁；50%为女性）。结果表明，在学校中感知到更多的黑人同龄人可以缓冲来自同龄人的种族歧视对ERI承诺的负面影响。此外，即使在控制了学校种族背景的其他指标（包括客观代表性和学校种族多样性）之后，感知代表性的积极影响仍然显著。这些发现对于支持ERI发展的环境因素以及我们如何研究和概念化学校种族环境的影响具有启示意义。
