Fitting in matters: markers of in-group belonging and academic outcomes.
Fitting in matters: markers of in-group belonging and academic outcomes.
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适应事物：群体归属感和学业成果的标志。
DOI：
10.1111/j.1467-9280.2006.01794.x
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发表时间：
2006
影响因子：
8.2
通讯作者：
Celious,Aaron
中科院分区：
文献类型：
--
作者：
Oyserman,Daphna;Brickman,Daniel;Bybee,Deborah;Celious,Aaron
Minority boys are at risk of academic disengagement. Prior research documents that an aspect of racial-ethnic identity, in-group connection, can buffer against this risk, but that in-group connection is undermined in high-risk neighborhoods. We examined another way that boys may feel connected to the in-group, by looking like in-group members. We hypothesize that physical markers of in-group membership can serve to improve boys' sense of belongingness, thereby facilitating their engagement in school. We tested our model with low-income, high-risk African American (Study 1, n = 102) and Latino (Study 2, n = 66) teens. Hierarchical regression supported our model; dark skin tone was a protective factor (and light skin tone a risk factor) for African American boys, and feeling that one looks Latino was a protective factor (and feeling that one does not look Latino a risk factor) for Latino boys' grades, in-class behavior, and school engagement. Mediational analyses suggest that markers of belongingness have their impact via peer-group choice.
