An Unwelcomed Digital Visitor in the Classroom: The Longitudinal Impact of Online Racial Discrimination on Academic Motivation

Autor/inn/en	Tynes, Brendesha M.; Del Toro, Juan; Lozada, Fantasy T.
Titel	An Unwelcomed Digital Visitor in the Classroom: The Longitudinal Impact of Online Racial Discrimination on Academic Motivation
Quelle	In: School Psychology Review, 44 (2015) 4, S.407-424 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.17105/SPR-15-0095.1
Schlagwörter	Longitudinal Studies; African American Students; Hispanic American Students; Racial Bias; Academic Achievement; Student Motivation; Intelligence; Outcomes of Education; Racial Discrimination; Student Adjustment; Middle School Students; High School Students; Internet; Computer Mediated Communication; Online Surveys; Student Attitudes; Regression (Statistics); Social Bias; Ethnicity + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Racial discrimination; Rassismus; Schulleistung; Schulische Motivation; Intelligenz; Klugheit; Lernleistung; Schulerfolg; Racial bias; Adjustment; Adaptation; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Computerkonferenz; Schülerverhalten; Regression; Regressionsanalyse; Ethnizität
Abstract	Online racial discrimination experiences often reflect attacks on the humanity and intelligence of members of specific racial groups (e.g., African Americans and Latinos). Such experiences may have detrimental effects on academic outcomes over time. Changes in reports of online racial discrimination and academic motivation were examined among a sample of 418 African American (n = 257) and Latino (n = 161) youth in Grades 6-12. Latent growth models with parallel processes revealed that adolescents reported increases in online racial discrimination over time yet relative stability in academic motivation. Elevated rates of online racial discrimination were related to decreases in adolescents' academic motivation. This was the case even after adjusting for teacher discrimination and baseline grade point average. In addition, high initial levels of academic motivation were related to increases in adolescents' reports of online racial discrimination. Findings highlight the importance of understanding racial discrimination in online contexts when examining how race-related experiences affect the academic adjustment of adolescents of color. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01