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School-Based Racial and Gender Discrimination among African American Adolescents: Exploring Gender Variation in Frequency and Implications for Adjustment

机译：非洲裔美国青少年在学校内的种族和性别歧视：探索频率上的性别差异及其对调整的影响

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摘要

The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also negatively associated with grade point average among boys but were not significantly associated in girls’ analyses. Significant gender discrimination X racial discrimination interactions resulted in the girls’ models predicting psychological outcomes and in boys’ models predicting academic achievement. Taken together, findings suggest the importance of considering gender- and race-related experiences in understanding academic and psychological adjustment among African American adolescents.
机译：本研究调查了8年级（n = 204的女孩； n = 209的男孩）中非裔青少年在校内种族和性别歧视的经历。一个主要目标是探索性别歧视在性别上的差异以及男女与学业和心理功能之间的联系。女孩和男孩报告的种族歧视频率没有变化，但是男孩报告了更多的性别歧视经历。性别组内的多元回归分析表明，在男孩和女孩中，种族歧视和性别歧视预示着抑郁症状的增加，而学校重要性和种族歧视预示了自尊。种族和性别歧视也与男孩平均成绩负相关，但在女孩的分析中却没有显着相关。明显的性别歧视X种族歧视的相互作用导致女孩的模型预测心理结果，男孩的模型预测学业成绩。综上所述，研究结果表明考虑非裔美国人青少年在学术和心理适应方面考虑性别和种族相关经验的重要性。

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