Changes in African American and Latinx Students' Perceived Ethnic-Racial Discrimination during the Middle School Transition Year

Autor/inn/en	Marraccini, Marisa E.; Hamm, Jill V.; Farmer, Thomas W.
Titel	Changes in African American and Latinx Students' Perceived Ethnic-Racial Discrimination during the Middle School Transition Year
Quelle	In: Journal of Early Adolescence, 42 (2022) 3, S.327-358 (32 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Marraccini, Marisa E.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/02724316211036745
Schlagwörter	African American Students; Hispanic American Students; Student Attitudes; Racial Discrimination; Ethnicity; Middle School Students; Grade 6; Educational Environment; Intervention; Faculty Development; School Culture; Middle School Teachers; Predictor Variables + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Schülerverhalten; Racial bias; Rassismus; Ethnizität; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 06; 6. Schuljahr; Schuljahr 06; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Prädiktor
Abstract	The middle school transition year poses known challenges to early adolescent adjustment, particularly for students from ethnic and racial minoritized backgrounds who face ethnic and racial discrimination from school personnel and classmates. Drawing on a sample of 711 African American and Latinx sixth-grade students attending 17 schools, we employed latent class analysis and latent transition analysis to explore the nature of and changes to perceived ethnic and racial discrimination during the beginning and end of sixth grade. We also examined the possibility that perceived ethnic-racial discrimination could be diminished through a school-based, universal program for teachers to improve the school ecology. Findings revealed four distinct classes concerning perceived ethnic-racial discrimination, with patterns over time highlighting the malleability of perceived ethnic-racial discrimination during the first year of middle school. Findings provide direct implications for understanding and improving ethnic and racial minoritized students' school experiences at the middle school transition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01