Parallel Changes in Ethnic/Racial Discrimination and Identity in High School.
Parallel Changes in Ethnic/Racial Discrimination and Identity in High School.
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高中民族/种族歧视和身份的平行变化。
DOI：
10.1007/s10964-019-01186-w
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发表时间：
2020
影响因子：
4.9
通讯作者：
Yip,Tiffany
中科院分区：
文献类型：
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作者：
Wang,Yijie;Yip,Tiffany
研究尚未了解民族/种族歧视和民族/种族身份如何在青春期同时发生变化。在 211 名青少年（58% 女性、41% 亚裔美国人、10% 黑人、24% 拉丁裔、22% 白人、4% 其他）的多种族样本中，本研究使用潜在变化模型来检验 9 年级至 11 年级青少年的歧视经历（频率和痛苦）和民族/种族身份（私人关注、中心性）的平行变化。进入高中后的一年，从九年级到十年级，是一个充满挑战的时期，歧视程度更高，青少年的个人自尊心也随之下降。相比之下，从 10 年级到 11 年级，歧视困扰有所下降，青少年的私人关注保持相对稳定。在这两个时期，歧视（频率、痛苦）和青少年的私人关注都观察到了平行变化。讨论了考虑学校过渡重要性的含义，以及青少年特征和学校环境的个体差异。
Research has yet to understand how ethnic/racial discrimination and ethnic/racial identity change simultaneously in adolescence. In a multiethnic sample of 211 adolescents (58% female; 41% Asian American, 10% Black, 24% Latinx, 22% White, 4% other), this study used latent change modeling to examine parallel changes in adolescents’ discrimination experiences (frequency and distress) and ethnic/racial identity (private regard, centrality) from 9th to 11th grade. The year immediately following the transition into high school, from 9th to 10th grade, emerged as a challenging period with higher levels of discrimination and accompanying declines in adolescents’ private regard. In contrast, from 10th to 11th grade, discrimination distress declined, and adolescents’ private regard remained relatively stable. Across both time periods, parallel changes were observed for discrimination (frequency, distress) and adolescents’ private regard. Implications for considering the importance of school transition, as well as individual differences by adolescent characteristics and school contexts, are discussed.