Experiences of discrimination among Chinese American adolescents and the consequences for socioemotional and academic development.
Experiences of discrimination among Chinese American adolescents and the consequences for socioemotional and academic development.
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DOI：
10.1037/a0016119
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发表时间：
2009-11
影响因子：
4
通讯作者：
Kim, Su Yeong
中科院分区：
文献类型：
--
作者：
Benner, Aprile D.;Kim, Su Yeong
本研究以444名美籍华人青少年为样本，考察了歧视对社会情绪适应和学业成绩的影响。使用自回归和交叉滞后技术，结果表明，青春期早期的歧视可以预测青春期中期的抑郁症状、疏离、学校投入和成绩，但早期的社会情绪适应和学习成绩不能预测以后的歧视经历。此外，我们对早期或同期的歧视经历是否会影响青春期中期的发展结果的调查显示出不同的影响，即同期的歧视经历会影响社会情绪适应，而早期的歧视对学习成绩的影响更大。最后，我们发现文化适应对歧视与青少年发展结果之间的联系存在持续的负面影响，例如那些文化适应程度更高的青少年（在这种情况下，美国倾向更高）在社会情感和学业成绩上都经历了更有害的歧视影响。
This longitudinal study examined the influences of discrimination on socioemotional adjustment and academic performance for a sample of 444 Chinese American adolescents. Using autoregressive and cross-lagged techniques, results indicate that discrimination in early adolescence predicted depressive symptoms, alienation, school engagement, and grades in middle adolescence, but early socioemotional adjustment and academic performance did not predict later experiences of discrimination. Further, our investigation of whether earlier or contemporaneous experiences of discrimination influenced developmental outcomes in middle adolescence indicated differential effects, with contemporaneous experiences of discrimination affecting socioemotional adjustment, while earlier discrimination was more influential for academic performance. Finally, we found a persistent negative effect of acculturation on the link between discrimination and adolescents’ developmental outcomes, such that those adolescents who were more acculturated (in this case, higher in American orientation) experienced more deleterious effects of discrimination on both socioemotional and academic outcomes.
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