scholarly journals The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents’ Achievement Outcomes

2018 ◽  
Vol 7 (10) ◽  
pp. 208 ◽  
Author(s):  
Meeta Banerjee ◽  
Christy Byrd ◽  
Stephanie Rowley
Keyword(s):  
African American ◽  
Racial Socialization ◽  
Academic Outcomes ◽  
African American Adolescents ◽  
Risk And Resilience ◽  
School Students ◽  
Related Factors ◽  
School Based ◽  
Achievement Outcomes ◽  
The Relationship

Schools provide a place of learning for adolescents and can be considered safe havens. However, in some cases, African American adolescents are subjected to discrimination by peers and teachers, which can impact their own academic engagement and abilities. Applying a risk and resilience framework, the present study examined the relationship between adolescents’ perceptions of school-based discrimination and academic outcomes in a sample of African American middle school students. Adolescents’ reports of perceived school-based discrimination and racial socialization were identified as predictors of academic outcomes (i.e., academic persistence, academic self-efficacy, and academic self-concept). The study also investigated whether racial socialization moderated the relationship between school-based discrimination and achievement outcomes. The study sample comprised 74 African American adolescents (49% female) and one of their parents. Hierarchical regressions showed that racial discrimination by peers was negatively related to academic outcomes. Furthermore, we found that dimensions of racial socialization buffered the effects of school-based discrimination on academic outcomes. Implications for the importance of investigating race-related factors in the academic outcomes of African American youth will be discussed.

School Racial Climate and Academic Outcomes in African American Adolescents: The Protective Role of Peers

2017 ◽  
Vol 44 (1) ◽  
pp. 47-73 ◽  
Author(s):  
Alexandrea R. Golden ◽  
Charity Brown Griffin ◽  
Isha W. Metzger ◽  
Shauna M. Cooper
Keyword(s):  
African American ◽  
Academic Outcomes ◽  
Protective Factor ◽  
African American Adolescents ◽  
The United States ◽  
Racial Climate ◽  
Risk And Resilience ◽  
Academic Values ◽  
School Students ◽  
The Relationship

Using a risk and resilience framework, the current investigation explored the relationship between school racial climate and academic outcomes among African American adolescents. Additionally, this study examined whether positive peer characteristics (e.g., peer support; peer academic values) were a protective factor for African American youth who reported perceiving a negative school racial climate. Participants were 126 middle school students (65% female), ranging in age from 11 to 15 years, who resided in the Midwestern region of the United States. Moderating relationships partially supported hypotheses. Findings revealed that peer values moderated the association between interracial interactions and African American adolescents’ academic values, as well as the relationship between fairness and racial equity and classroom effort. Results suggest that peer academic values may be an important contextual factor for understanding the association between school racial climate and academic outcomes. Implications of findings for prevention programming are discussed.

scholarly journals Relationship between Social Skills and Happiness: Differences by Gender

2021 ◽  
Vol 18 (15) ◽  
pp. 7929
Author(s):  
Carlos Salavera ◽  
Pablo Usán
Keyword(s):  
Gender Differences ◽  
Social Skills ◽  
Social Interactions ◽  
Primary Education ◽  
Subjective Happiness ◽  
School Students ◽  
Related Factors ◽  
Subjective Happiness Scale ◽  
Social Settings ◽  
The Relationship

This study examines the relationship between social skills and happiness in 1st-year Teaching School students, as well as possible gender differences. The sample comprised 243 Teaching School students (Primary Education) in Zaragoza, including 110 men (45.27%) and 133 women (54.73%), aged 18–25 (average age 20.23 years; s.d. = 1.586). In order to analyse the relationship between social skills and subjective happiness, the Scale of Social Skills and Subjective Happiness Scale were used. While men scored higher in all social skills-related factors, women scored higher in all factors related to happiness. The study shows that factors such as self-expression in social settings and the ability to say no and cut off social interactions have a direct and significant effect on happiness among men, while self-expression in social settings and the ability to express anger led to a higher perception of happiness among women. Similarly, situations such as asking for and defending rights have an indirect and significant effect in men, reducing their levels of happiness. In the case of women, no social skills factors were found that led to lower happiness. It may be concluded that significant gender differences exist, although broader and lateral studies are needed in order to examine the relationship between gender identities, social skills and subjective happiness more in depth, and thus, understand the effect of these constructs in the development of personality.

Cultural and Universal Parenting, Ethnic Identity, and Internalizing Symptoms Among African American Adolescents

2021 ◽  
pp. 009579842110342
Author(s):  
Lydia HaRim Ahn ◽  
Angel S. Dunbar ◽  
Erica E. Coates ◽  
Mia A. Smith-Bynum
Keyword(s):  
Mental Health ◽  
African American ◽  
Ethnic Identity ◽  
Internalizing Symptoms ◽  
Sense Of Self ◽  
African American Adolescents ◽  
Analytic Model ◽  
Atlantic Region ◽  
The Relationship

The present study tested a path analytic model that addressed two questions regarding the connection between one aspect of racial socialization (cultural pride reinforcement), communication between mothers and their adolescent children, adolescent ethnic identity, and mental health. First, we tested whether quality of communication moderated the relationship between cultural pride reinforcement and ethnic identity affirmation and anxiety/depressive/withdrawn symptoms. Then, we examined whether cultural pride reinforcement and quality of communication with mothers were directly linked to ethnic identity affirmation and in turn lower anxiety/depressive symptoms and withdrawn behaviors. Our sample included 111 African American adolescents (58.2% female; ages 14–17) in the mid-Atlantic region. Results of a path analysis indicated that cultural pride reinforcement and quality of communication independently and uniquely related to internalizing symptoms through ethnic identity affirmation. Findings contribute to a novel understanding of how both cultural (cultural pride reinforcement) and universal (quality of communication) are important factors to foster African American adolescents’ healthy adjustment and sense of self.

scholarly journals Parenting profiles of academic and racial socialization: Associations with academic engagement and academic self-beliefs of African American adolescents

2020 ◽  
Vol 82 ◽  
pp. 36-48
Author(s):  
Isha W. Metzger ◽  
Shauna M. Cooper ◽  
Charity Brown Griffin ◽  
Alexandrea R. Golden ◽  
Ijeoma Opara ◽  
...  
Keyword(s):  
African American ◽  
Racial Socialization ◽  
Academic Engagement ◽  
African American Adolescents ◽  
Parenting Profiles

scholarly journals The Moderating Role of Ethnic Identity on the Relationship Between School Climate and Self-Esteem for African American Adolescents

2020 ◽  
Vol 49 (3) ◽  
pp. 291-305
Author(s):  
Amy E. Fisher ◽  
Sycarah Fisher ◽  
Chelsea Arsenault ◽  
Rachel Jacob ◽  
Jessica Barnes-Najor
Keyword(s):  
African American ◽  
Ethnic Identity ◽  
School Climate ◽  
African American Adolescents ◽  
Self Esteem ◽  
The Relationship ◽  
Moderating Role

scholarly journals School and peer influences on the academic outcomes of African American adolescents

2015 ◽  
Vol 44 ◽  
pp. 168-181 ◽  
Author(s):  
Sheretta T. Butler-Barnes ◽  
Lorena Estrada-Martinez ◽  
Rosa J. Colin ◽  
Brittni D. Jones
Keyword(s):  
African American ◽  
Academic Outcomes ◽  
African American Adolescents ◽  
Peer Influences
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