scholarly journals Chinese American adolescents’ experiences of COVID-19 racial discrimination: Risk and protective factors for internalizing difficulties.

2021 ◽  
Vol 27 (4) ◽  
pp. 559-568
Author(s):  
Charissa S. L. Cheah ◽  
Xiaoli Zong ◽  
Hyun Su Cho ◽  
Huiguang Ren ◽  
Suqing Wang ◽  
...  
Keyword(s):  
Protective Factors ◽  
Racial Discrimination ◽  
Chinese American ◽  
Risk And Protective Factors ◽  
Internalizing Difficulties ◽  
Chinese American Adolescents

scholarly journals Racial Discrimination Stress, School Belonging, and School Racial Composition on Academic Attitudes and Beliefs among Black Youth

2020 ◽  
Vol 9 (11) ◽  
pp. 191
Author(s):  
Kamryn S. Morris ◽  
Eleanor K. Seaton ◽  
Masumi Iida ◽  
Sarah Lindstrom Johnson
Keyword(s):  
Academic Success ◽  
Protective Factors ◽  
Racial Discrimination ◽  
Black Youth ◽  
Risk And Protective Factors ◽  
School Belonging ◽  
Attitudes And Beliefs ◽  
Academic Efficacy ◽  
Academic Attitudes ◽  
White Schools

It is important to consider racialized experiences and proximal indicators of academic success for Black youth when understanding the achievement gap. Acknowledging that racial discrimination is detrimental for the academic success of Black youth, this study extended previous research by examining the influence of racial discrimination stress. Using hierarchical regression analysis and a moderated moderation model, this study examined racial discrimination stress and school belonging as predictors of academic attitudes and beliefs among 344 Black youth (M age = 15.6). Additionally, we examined the interactive effects of school belonging as a buffer for racial discrimination stress, with particular focus on majority White schools. Analyses revealed that school belonging was linked with academic competence, academic efficacy, and academic skepticism. Furthermore, school belonging buffered the impact of racial discrimination stress on academic efficacy among Black youth in majority White schools. These findings highlight the co-occurrence of risk and protective factors among Black youth and demonstrate the additive influence of school racial composition on academic attitudes and beliefs. The practical and theoretical implications of these findings demonstrate the crucial role of school context in understanding risk and protective factors for the academic attitudes and beliefs of Black youth.

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