TY - JOUR
T1 - Sociocultural factors and school engagement among African American youth
T2 - The roles of racial discrimination, racial socialization, and ethnic identity
AU - Dotterer, Aryn M.
AU - McHale, Susan M.
AU - Crouter, Ann C.
N1 - Funding Information:
This research was supported by a grant from the National Institute for Child Health and Human Development (RO1-HD29409) to Ann Crouter and Susan McHale. The authors are grateful to their undergraduate and graduate students, staff, and faculty collaborators, as well as the dedicated families who participated in this project.
PY - 2009
Y1 - 2009
N2 - This study investigated the links between racial discrimination and school engagement and the roles of racial socialization and ethnic identity as protective factors in those linkages in a sample of 148, sixth through twelfth grade African American adolescents from working and middle-class two-parent families. In home interviews, youth described their ethnic identity, discrimination experiences at school, and school engagement (school bonding, school grades, school self-esteem), and parents rated their racial socialization practices. Analyses revealed that discrimination was negatively related to school self-esteem and school bonding. Racial socialization had additive effects on school self-esteem and school bonding, but did not moderate the discrimination-school engagement association. For boys, ethnic identity had additive effects on school bonding, but for girls, ethnic identity moderated the relation between discrimination and school bonding: when girls experienced more discrimination and had a lower ethnic identity, they reported lower school bonding. Discrimination, racial socialization, and ethnic identity were not related to school grades.
AB - This study investigated the links between racial discrimination and school engagement and the roles of racial socialization and ethnic identity as protective factors in those linkages in a sample of 148, sixth through twelfth grade African American adolescents from working and middle-class two-parent families. In home interviews, youth described their ethnic identity, discrimination experiences at school, and school engagement (school bonding, school grades, school self-esteem), and parents rated their racial socialization practices. Analyses revealed that discrimination was negatively related to school self-esteem and school bonding. Racial socialization had additive effects on school self-esteem and school bonding, but did not moderate the discrimination-school engagement association. For boys, ethnic identity had additive effects on school bonding, but for girls, ethnic identity moderated the relation between discrimination and school bonding: when girls experienced more discrimination and had a lower ethnic identity, they reported lower school bonding. Discrimination, racial socialization, and ethnic identity were not related to school grades.
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U2 - 10.1080/10888690902801442
DO - 10.1080/10888690902801442
M3 - Article
C2 - 27134516
AN - SCOPUS:67650694295
SN - 1088-8691
VL - 13
SP - 61
EP - 73
JO - Applied Developmental Science
JF - Applied Developmental Science
IS - 2
ER -