Literaturnachweis - Detailanzeige
Autor/inn/en | Eccles, Jacquelynne S.; Wong, Carol A.; Peck, Stephen C. |
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Titel | Ethnicity as a Social Context for the Development of African-American Adolescents |
Quelle | In: Journal of School Psychology, 44 (2006) 5, S.407-426 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4405 |
DOI | 10.1016/j.jsp.2006.04.001 |
Schlagwörter | Ethnicity; Social Environment; African Americans; Adolescents; Racial Discrimination; Longitudinal Studies; Data Collection; Grade 7; Grade 8; Academic Achievement; Academic Ability; Self Concept; Ethnic Groups; Student Motivation; District of Columbia Ethnizität; Soziales Umfeld; Afroamerikaner; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Racial bias; Rassismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Data capture; Datensammlung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schulleistung; Selbstkonzept; Ethnie; Schulische Motivation |
Abstract | Does anticipated future racial discrimination undermine African-American adolescents' academic motivation and performance? Do face-to-face experiences with racial discrimination at school undermine African-American adolescents' academic functioning? Does African-American ethnic identity buffer these relations? This paper addresses these questions using two waves of data from a longitudinal study of an economically diverse sample of African-American adolescents living near Washington D.C. The data were collected at the beginning of the 7th grade and after the completion of the 8th grade. As expected, the experiences of day-to-day racial discrimination at school from one's teachers and peers predicted declines in grades, academic ability self-concepts, and academic task values. A strong, positive connection to one's ethnic group (our measure of ethnic identity) reduced the magnitude of the association of racial discrimination experiences with declines in both academic self-concepts and school achievement. Most youth responded to anticipated future discrimination with increased academic motivation. (Author). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |