Natural Mentors, Racial Pride, and Academic Engagement among Black Adolescents: Resilience in the Context of Perceived Discrimination

Autor/inn/en	Wittrup, Audrey R.; Hussain, Saida B.; Albright, Jamie N.; Hurd, Noelle M.; Varner, Fatima A.; Mattis, Jacqueline S.
Titel	Natural Mentors, Racial Pride, and Academic Engagement among Black Adolescents: Resilience in the Context of Perceived Discrimination
Quelle	In: Youth & Society, 51 (2019) 4, S.463-483 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X16680546
Schlagwörter	African American Students; Mentors; Racial Attitudes; Learner Engagement; Resilience (Psychology); Racial Discrimination; Adolescents; Interpersonal Relationship; Middle School Students; High School Students; Correlation; Racial Identification; Blacks + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenfrage; Racial bias; Rassismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Korrelation; Black person; Schwarzer
Abstract	The current study examined the potential of relational closeness in the natural mentoring relationships (NMRs) of Black students to counter and protect against the noxious effects of school-based discrimination on academic engagement. The study sample included 663 Black students between the ages of 12 and 19 (M = 14.96 years, SD = 1.81 years), all reporting a natural mentor. Approximately half of participants were female (53%). Participants were recruited from three different school districts in a Midwestern metropolitan area. Findings indicated that perceived school-based discrimination was negatively associated with academic engagement. Relational closeness in NMRs countered, but did not protect against, the negative effects of perceived school-based discrimination on students' academic engagement. Additional analyses indicated that one mechanism through which relational closeness in NMRs may promote greater academic engagement among Black students is via increased racial pride. Results highlight the potential of NMRs to counter messages of inferiority communicated through discriminatory experiences in the school. Fostering relational closeness between Black students and supportive non-parental adults in their lives may be an effective strategy to boost academic achievement among Black youth experiencing discrimination in the school environment. In addition to fostering stronger bonds with natural mentors, strategic efforts to reduce school-based discrimination are needed to truly bolster the academic success of Black youth. [For the corresponding grantee submission, see ED570974.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01