Collaborative Research: A Longitudinal Study of Race Socialization and Achievement Striving in African American Adolescents

合作研究：非裔美国青少年种族社会化和成就奋斗的纵向研究

• 批准号: 0335221
• 负责人: Beth Kurtz-Costes
• 金额: $ 39.05万
• 依托单位: University of North Carolina at Chapel Hill
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-08-15 至 2008-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0335221&HistoricalAwards=false
• 关键词: Collaborative; Research; Longitudinal; Study; Race

The transition to middle school is a time of great change for most youth. Although many of these changes are positive, the middle school transition is also associated with declines in motivation, self-concept, and achievement for many young adolescents. Little research on this critical transition has focused on African American students, who face additional challenges associated with their growing awareness of racial differences and racial discrimination. The goal of this project is to identify factors that lead to success across the transition to middle school for Black youth, and to investigate how the process differs for students transitioning into a racially consonant middle school environment versus those moving into a racially dissonant context. A primary focus of the study is the role of parents' attitudes and beliefs about achievement and their race socialization strategies on the achievement striving of African American adolescents. At Time 1, 300 African American fifth graders in predominantly Black elementary schools (i.e., at least 75% African American students) will complete measures of parent race socialization, race centrality, attributional beliefs, educational utility, perceived competence, and classroom engagement. Their parents will complete measures of race socialization, race centrality, attributional beliefs, educational utility, and perceptions of the child's competence. Teachers will rate students' abilities and classroom engagement. Two years later, when these youth are in middle schools that vary in racial composition, the adolescents, parents, and teachers will again complete the study measures. Achievement data will be collected from schools for both assessment points. Analyses will distinguish among the experiences of Black youth in predominantly Black versus racially integrated schools and will elucidate parental socialization that leads to successful academic achievement for African American youth. This research will inform both general developmental theory and research specific to African American families and children. In terms of general development, it will further explicate the critical role that parenting plays during the transition to middle school. The study will also address how the development of race-specific attitudes (racial identity and race-related achievement attributions) affect the educational experiences of Black youth. Finally, the study will be a timely assessment of the role of school racial composition during this age of rapid resegregation of America's schools. Thus, these results will inform post-desegregation educational policy, policies aimed at eliminating the Black-White test score gap, and policies directed toward school reform at the middle school level more broadly.

对大多数年轻人来说，过渡到中学是一个巨大变化的时期。虽然这些变化中的许多都是积极的，但对于许多青少年来说，中学过渡也与动机、自我概念和成就感的下降有关。关于这一关键转变的研究很少集中在非裔美国学生身上，他们面临着与他们日益增长的种族差异和种族歧视意识相关的额外挑战。该项目的目标是确定黑人青年在过渡到中学期间取得成功的因素，并调查过渡到种族和谐的中学环境的学生和进入种族不和谐的环境的学生的过程有何不同。这项研究的一个主要焦点是父母对成就的态度和信念以及他们的种族社会化策略对非裔美国青少年成就争取的作用。届时，在以黑人为主的小学中，1300名非裔美国人五年级学生(即至少75%的非裔美国学生)将完成父母种族社会化、种族中心性、归因信念、教育效用、感知能力和课堂参与度的测量。他们的父母将完成种族社会化、种族中心性、归因信念、教育效用和对孩子能力的看法的测量。教师将对学生的能力和课堂参与度进行评分。两年后，当这些青少年进入种族构成不同的中学时，青少年、家长和老师将再次完成学习措施。两个评估点的成绩数据将从学校收集。分析将区分黑人青年在以黑人为主的学校和种族融合学校的经历，并将阐明导致非裔美国青年取得成功学业成就的父母社会化。这项研究将为一般发展理论和针对非裔美国家庭和儿童的研究提供信息。在一般发展方面，将进一步阐述父母教养在向中学过渡过程中所起的关键作用。这项研究还将探讨特定种族态度的发展(种族认同和与种族有关的成就归因)如何影响黑人青年的教育经历。最后，这项研究将及时评估学校种族构成在美国学校迅速重新种族隔离的时代所扮演的角色。因此，这些结果将为废除种族隔离后的教育政策、旨在消除黑白考试分数差距的政策，以及更广泛地针对中学层面的学校改革的政策提供参考。