Ethnic identity and gender as moderators of the association between discrimination and academic adjustment among Mexican-origin adolescents.
Ethnic identity and gender as moderators of the association between discrimination and academic adjustment among Mexican-origin adolescents.
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DOI：
10.1016/j.adolescence.2011.11.003
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发表时间：
2012-08
影响因子：
3.8
通讯作者：
Dumka, Larry E.
中科院分区：
文献类型：
--
作者：
Umana-Taylor, Adriana;Wong, Jessie J.;Gonzales, Nancy A.;Dumka, Larry E.
现有的工作已经确定了感知歧视作为一个风险因素，可能有助于墨西哥裔青少年在美国表现出相对较差的学术成果。目前的研究检查了感知歧视和学校环境中青少年适应的三个指数之间的纵向关联（即，平均成绩，教师报告的外化，青少年的越轨同伴协会）在178墨西哥裔青少年（53%的女性）。种族认同肯定被视为一个保护因素，预计将减少歧视对青少年的调整的负面影响，性别被视为一个潜在的调解人的协会的利益。调查结果表明，歧视对青少年在学校适应的有害影响对墨西哥裔男性青少年尤为突出。重要的是，种族身份的肯定出现了作为一个保护因素，墨西哥裔男性青少年缓冲歧视的负面影响，他们在学校的外化行为。
Existing work has identified perceived discrimination as a risk factor that may contribute to the relatively poorer academic outcomes exhibited by Mexican-origin adolescents in the U.S. The current study examined the longitudinal associations among perceived discrimination and three indices of adolescent adjustment in the school setting (i.e., grade point average, teacher reports of externalizing, adolescents’ deviant peer associations) among 178 Mexican-origin adolescents (53% female). Ethnic identity affirmation was examined as a protective factor expected to reduce the negative effects of discrimination on adolescents’ adjustment, and gender was examined as a potential moderator of the associations of interest. Findings indicated that the deleterious effects of discrimination on adolescents’ adjustment in school were particularly salient for Mexican-origin male adolescents. Importantly, ethnic identity affirmation emerged as a protective factor for Mexican-origin male adolescents by buffering the negative effects of discrimination on their externalizing behaviors in school.
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影响因子：
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作者：
DISHION, TJ;PATTERSON, GR;SKINNER, ML
通讯作者：
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