Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes among Black Girls and Boys in Predominantly Black and Predominantly White School Districts

Autor/inn/en	Leath, Seanna; Mathews, Channing; Harrison, Asya; Chavous, Tabbye
Titel	Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes among Black Girls and Boys in Predominantly Black and Predominantly White School Districts
Quelle	In: American Educational Research Journal, 56 (2019) 4, S.1318-1352 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218816955
Schlagwörter	Racial Identification; Racial Discrimination; School Districts; Gender Differences; Correlation; Academic Persistence; Student Attitudes; Working Class; African American Students; White Students; Learner Engagement; Institutional Characteristics; Risk; Metropolitan Areas; Middle School Students; High School Students; Measures (Individuals); Socioeconomic Status; Parent Background; Educational Attainment; Predictor Variables; Role; Self Concept; Comparative Analysis; Outcomes of Education; Middle Class + Suchen Sie Ihr Suchwort? Racial bias; Rassismus; School district; Schulbezirk; Geschlechterkonflikt; Korrelation; Schülerverhalten; Arbeiterklasse; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Risiko; Ballungsraum; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Messdaten; Socio-economic status; Sozioökonomischer Status; Elternhaus; Bildungsabschluss; Bildungsgut; Prädiktor; Rollen; Selbstkonzept; Lernleistung; Schulerfolg; Mittelschicht
Abstract	This study examined the associations among racial identity beliefs (centrality and public regard), racial discrimination, and academic engagement outcomes among 1,659 African American adolescents across two demographically distinct school districts, one predominantly Black, working class (n = 1,100) and one predominantly White, middle class (n = 559). Across these districts, the youths reported that race was a central aspect of their identity and demonstrated varying levels of public regard. Racial discrimination was negatively associated with academic curiosity and persistence, but this effect was moderated by gender and racial identity. Our findings demonstrate the harmful influence of discrimination on the academic engagement of African American adolescents and the protective roles of racial identity beliefs across gender and school racial contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01