Exploring the Influence of Racial-Ethnic and Gender Identity on the Prosocial Behaviors of African American Adolescent Males

Autor/inn/en	Harris, Johari; Kruger, Ann C.
Titel	Exploring the Influence of Racial-Ethnic and Gender Identity on the Prosocial Behaviors of African American Adolescent Males
Quelle	In: Youth & Society, 53 (2021) 3, S.512-535 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harris, Johari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X19854936
Schlagwörter	Ethnicity; Racial Identification; Sexual Identity; Prosocial Behavior; Adolescents; Males; Social Influences; Predictor Variables; Correlation; African American Students; Social Bias; Barriers; Racial Bias; Urban Schools; Cultural Influences; Grade 10; High School Students; California + Suchen Sie Ihr Suchwort? Ethnizität; Geschlechtsidentität; Sexuelle Identität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Male; Männliches Geschlecht; Sozialer Einfluss; Prädiktor; Korrelation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Cultural influence; Kultureinfluss; High school; High schools; Oberschule; Kalifornien
Abstract	African American male students face a multitude of challenges that may lead to poor academic and social outcomes at school. There is extensive research on the predictors of their problems, but far less on the factors that can lead to positive outcomes. To address this gap, this exploratory study asked two main questions. Does racial-ethnic identity and gender identity predict adolescent African American males' prosocial behaviors, and if so, is this done jointly or independently? Using regression analysis, this study found racial public regard, gender public regard, and gender private regard positively predicted participants' prosocial behaviors. In addition, racial public regard moderated the positive relationship between racial centrality and prosocial behaviors as well as the positive relationship between racial private regard and prosocial behaviors. Findings suggest critical conversations concerning race should be included in social-emotional learning initiatives for these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01