Ethnicity as a social context for the development of African-American adolescents
Ethnicity as a social context for the development of African-American adolescents
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DOI：
10.1016/j.jsp.2006.04.001
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发表时间：
2006-10-01
影响因子：
5
通讯作者：
Peck, Stephen C.
中科院分区：
文献类型：
--
作者：
Eccles, Jacquelynne S.;Wong, Carol A.;Peck, Stephen C.
预期的未来种族歧视是否会破坏非洲裔美国青少年的学习动机和表现？在学校面对面的种族歧视经历会破坏非洲裔美国青少年的学业功能吗？非裔美国人的种族认同是否缓冲了这些关系？本文解决了这些问题，使用两波的数据从一个经济上不同的样本，生活在华盛顿特区附近的非洲裔美国青少年的纵向研究的数据收集在7年级的开始和8年级的完成后。正如预期的那样，一个人在学校遭受老师和同龄人日常种族歧视的经历预示着成绩、学术能力自我概念和学术任务价值观的下降。一个强大的，积极的连接到一个人的种族群体（我们的种族认同的措施）减少了种族歧视的经验与学术自我概念和学校成绩下降的关联程度。大多数青年对预期的未来歧视的反应是增加学习动机。(c)2006年，学校心理学研究会。由爱思唯尔有限公司出版。保留所有权利。
Does anticipated future racial discrimination undermine African-American adolescents' academic motivation and performance? Do face-to-face experiences with racial discrimination at school undermine African-American adolescents' academic functioning? Does African-American ethnic identity buffer these relations? This paper addresses these questions using two waves of data from a longitudinal study of an economically diverse sample of African-American adolescents living near Washington D.C. The data were collected at the beginning of the 7th grade and after the completion of the 8th grade. As expected, the experiences of day-to-day racial discrimination at school from one's teachers and peers predicted declines in grades, academic ability self-concepts, and academic task values. A strong, positive connection to one's ethnic group (our measure of ethnic identity) reduced the magnitude of the association of racial discrimination experiences with declines in both academic self-concepts and school achievement. Most youth responded to anticipated future discrimination with increased academic motivation. (c) 2006 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.