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首页> 外文期刊>Applied developmental science >Sociocultural Factors and School Engagement Among African American Youth: The Roles of Racial Discrimination, Racial Socialization, and Ethnic Identity
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Sociocultural Factors and School Engagement Among African American Youth: The Roles of Racial Discrimination, Racial Socialization, and Ethnic Identity

机译：非洲裔美国青年中的社会文化因素和学校参与度：种族歧视，种族社会化和族裔认同的作用

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摘要

This study investigated the links between racial discrimination and school engagement and the roles of racial socialization and ethnic identity as protective factors in those linkages in a sample of 148, sixth through twelfth grade African American adolescents from working and middle-class two-parent families. In home interviews, youth described their ethnic identity, discrimination experiences at school, and school engagement (school bonding, school grades, school self-esteem), and parents rated their racial socialization practices. Analyses revealed that discrimination was negatively related to school self-esteem and school bonding. Racial socialization had additive effects on school self-esteem and school bonding, but did not moderate the discrimination-school engagement association. For boys, ethnic identity had additive effects on school bonding, but for girls, ethnic identity moderated the relation between discrimination and school bonding: when girls experienced more discrimination and had a lower ethnic identity, they reported lower school bonding. Discrimination, racial socialization, and ethnic identity were not related to school grades.
机译：这项研究调查了148名六至十二年级的非裔美国青少年在职和中产阶级双亲家庭的样本中种族歧视与学校参与之间的联系，以及种族社会化和种族认同作为这些联系中的保护因素的作用。在家庭访问中，青年描述了他们的种族身份，在学校的歧视经历和学校参与度（学校联系，学校成绩，学校自尊），父母对他们的种族社会化做法进行了评分。分析表明，歧视与学校的自尊和学校的联系负相关。种族社会化对学校的自尊心和学校联系有加成作用，但并没有减轻歧视-学校参与协会的影响。对于男孩来说，族裔认同对学校联谊会产生加性影响，但对于女孩来说，族裔认同会缓解歧视与学校联谊之间的关系：当女孩遭受更多歧视并具有较低的族裔认同时，他们报告的学校联谊程度就较低。歧视，种族社会化和种族认同与学校成绩无关。

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