Exploring Associations among African American Youths' Perceptions of Racial Fairness and School Engagement: Does Gender Matter?

Autor/in	Griffin, Charity Brown
Titel	Exploring Associations among African American Youths' Perceptions of Racial Fairness and School Engagement: Does Gender Matter?
Quelle	In: Journal of Applied School Psychology, 34 (2018) 4, S.338-359 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2018.1458672
Schlagwörter	Race; Racial Differences; African American Students; Youth; African American Attitudes; Racial Attitudes; Learner Engagement; High School Students; Gender Differences; School Psychologists; School Psychology; Racial Relations; Racial Discrimination; Correlation + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Jugend; Jugendlicher; Jugendalter; Rassenfrage; High school; High schools; Oberschule; Geschlechterkonflikt; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie; Racial bias; Rassismus; Korrelation
Abstract	In addition to experiencing race as a unique social milieu within school, gender may also provide an important context for African American students. The authors explored gender differences in associations between African American youths' perceptions of racial fairness and school engagement (behavioral, emotional, and cognitive). One hundred thirty-nine (72 girls, 67 boys) African American high schoolers were recruited from the southeastern region of the United States. Gender differences were found for neither perceptions of racial fairness nor emotional and cognitive engagement. Girls reported higher behavior engagement relative to boys. Also, racial fairness was positively associated with emotional engagement among girls. For boys, racial fairness related positively to the three engagement dimensions. Implications and resources relevant for school psychology practice are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01