Literaturnachweis - Detailanzeige
| Autor/inn/en | Brittian, Aerika S.; Gray, DeLeon L. |
|---|---|
| Titel | African American Students' Perceptions of Differential Treatment in Learning Environments: Examining the Moderating Role of Peer Support, Connection to Heritage, and Discrimination Efficacy |
| Quelle | In: Journal of Education, 194 (2014) 1, S.1-9 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0574 |
| Schlagwörter | African American Students; Student Attitudes; Educational Environment; Social Discrimination; Outcomes of Education; Teacher Student Relationship; Individual Characteristics; Cultural Context; African American Culture; Interviews; Grade 11; Grade 8; Early Experience; Academic Aspiration; Self Concept; Peer Influence; Social Support Groups; Teacher Behavior African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Benachteiligung; Soziale Schließung; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interviewing; Interviewtechnik; School year 11; 11. Schuljahr; Schuljahr 11; School year 08; 8. Schuljahr; Schuljahr 08; Frühbeginn; Selbstkonzept; Social support; Soziale Unterstützung; Teacher behaviour; Lehrerverhalten |
| Abstract | This study examined the relationship between African American students' perceptions of differential treatment by teachers and educational outcomes, and the factors that promote these outcomes in the context of perceived discrimination, focusing on the protective value of youth's cultural heritage, as well as individual characteristics. The participants, 385 African American students (50% female), were interviewed at 8th and 11th grade. Results indicated that early experiences with differential treatment predicted declines in importance of schooling and academic self-concept from 8th grade to 11th grade. Peer social support emerged as a protective factor such that, differential treatment was negatively associated with academic self-concept only for those who lacked strong peer support. Implications for promoting African American students' educational success in learning environments and directions for future research are discussed. (As Provided). |
| Anmerkungen | Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: bujed@bu.edu; Web site: http://www.bu.edu/journalofeducation |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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