IRADS: Center for the Study of Black Youth in Context (CSBYC)

该中心为黑人青年的研究背景（CSBYC）将专注于研究和行动的社会，心理和教育发展的非洲裔美国儿童和青年。 CSBYC有四个主要目标：（1）为一系列影响非裔美国儿童发展的生态，文化，种族和家庭背景的协调研究调查建立基础设施;（2）为早期学者、研究生、和本科生围绕必要的技能做研究和实践与不同群体的少数民族儿童在不同的社区，学校设置;（3）培养密歇根大学与当地社区之间的合作关系和伙伴关系，以告知当前和未来的实践和干预方法，以改善青年的社会和教育成果;（4）作为学术，培训和实践方法的资源和信息交换所，可以被该州的学术和社区利益相关者更广泛地利用，以及在全国的机构和社区环境中。 为了实现这些目标，CSBYC的调查人员将在四个不同的社区环境中对中学生进行初步研究。该研究项目的目标是研究父母和家庭照顾者如何围绕种族使他们的孩子社会化，并研究各种类型的养育方式对儿童学业和社会成果的影响。使用多种方法（调查，家庭日记研究，定性访谈和观察），研究将显示父母如何根据其社区的特点（例如，种族和经济多样性）沿着的是他们对社区种族、文化和阶级动态的评价。CSBYC的研究将有助于了解非裔美国儿童在其不同的家庭，邻里和学校环境中的规范发展，这已经得到了相对较少的系统关注。对来自不同社会阶层背景的黑人青年的研究很重要，原因有很多。 首先，尽管美国的黑人中产阶级不断壮大，但不成比例的研究只关注城市环境中的低收入黑人儿童和/或高风险青年人口。因此，种族和社会阶层往往是混淆在研究中，并在其应用的做法/干预措施，以加强青年的发展。 人们对不同社会阶层的非裔美国儿童的家庭、教育和社会发展过程以及社区社会阶层和人口多样性的影响知之甚少，如黑人家庭向中产阶级或郊区的迁移和代表性的增加。例如，研究表明，父母的教育是非洲裔美国青年学业成绩的最大预测因素之一，但即使是中产阶级的非洲裔美国学生，在学业成绩上也落后于欧洲裔美国学生。这种模式表明，不同社会阶层背景的父母在为子女协商教育过程时存在差异。它还表明，在较低和较高社会经济水平的家庭过程中，仍然有很多东西需要了解。通过研究来自不同社区背景的黑人家庭，CSBYC调查人员将以支持研究人员，社区，学校和家庭努力鼓励儿童和青少年成功发展的方式，解决有关黑人青年发展性质的重要问题。

The Center for the Study of Black Youth in Context (CSBYC) will focus on research and action on social, psychological, and educational development among African American children and youth. The CSBYC has four major objectives: (1) to develop an infrastructure for a series of coordinated research investigations of the ecological, cultural, racial, and familial contexts that influence the development of African American children; (2) to provide training for early scholars, graduate students, and undergraduate students around skills necessary to do research and practice with diverse populations of ethnic minority children in diverse community and school settings; (3) to cultivate collaborative relationships and partnerships between the University of Michigan and local communities to inform current and prospective practice and intervention approaches for improving youth social and educational outcomes; (4) to serve as a resource and clearinghouse for scholarship, training, and practice approaches that can be utilized by scholarly and community stakeholders in the state more broadly, as well as among institutional and community settings nationally. To meet these goals, CSBYC investigators will conduct an initial research study of middle school aged children in four diverse community settings. The goals of the research project are to study ways parents and family caregivers socialize their children around race and to examine the influence of various types of parenting on child academic and social outcomes. Using multiple methods (surveys, family diary studies, qualitative interviews, and observations), the research will show how parents choose parenting strategies based on characteristics of their communities (e.g., racial and economic diversity) along with their appraisals of the racial, cultural, and class dynamics of their communities. The CSBYC research will contribute to understanding of normative development of African American children within their varying family, neighborhood, and school contexts, which has received relatively little systematic attention. The study of Black youth from different social class backgrounds is important for a number of reasons. First, despite the growing Black middle class in America, a disproportionate number of studies have focused only on low-income Black children in urban settings and/or on high-risk youth populations. Consequently, race and social class often are confounded in research and in its application to practices/interventions to enhance youth development. There is less knowledge of family, educational, and social development processes of African American children across different social class groups and the implications of community social class and demographic diversity, such as Black families' movement to, and increasing representation in, middle class or suburban settings. For instance, studies show that parental education is one of the biggest predictors of school achievement among African American youth, yet even middle class African American students trail their European American counterparts in academic achievement. Such patterns suggest that parents of different social class backgrounds differentially negotiate the schooling process for their children. It also suggests there still is much to be learned about variation in family processes within lower and higher socioeconomic levels. By examining Black families from diverse community contexts, the CSBYC investigators will address important questions about the nature of development among Black youth in ways that can support the efforts of researchers, communities, schools, and families to encourage successful development among children and adolescents.