一个以人为中心的分析青少年的多元文化社会化利基和学术功能
Maciel M Hernández1, M Dalal Safa2, Olga Kornienko3
1Department of Human Ecology, University of California, Davis, CA, USA. mmhernandez@ucdavis.edu.
Journal of youth and adolescence
|July 26, 2023
概括
跨校,同行和家庭环境的多元文化社会化影响青少年的学业参与. 在所有环境中更高的社会化与更好的参与相关,而以学校为中心的社会化可能会阻碍它.
科学领域:
- 发展心理学 发展心理学
- 教育社会学教育的社会学
- 文化研究 文化研究
背景情况:
- 全球日益增长的文化多样性需要了解青年如何为多元文化环境做好准备.
- 关于多元文化社会化与青少年学术功能之间的联系的研究有限.
- 跨不同环境 (学校,同龄人,家庭) 的社会化过程对于培养多元文化能力至关重要.
研究的目的:
- 在青少年中识别多元文化社会化经验的独特概况 (利基).
- 检查这些确定的利基与学术运作指标之间的关联.
- 了解学校,同行和家庭社交在塑造学术成果中的集体作用.
主要方法:
- 以人为中心的方法被用来识别多元文化社会化.
- 从美国西南部的717名青少年 (平均年龄13.73岁) 收集了数据,这些青少年代表着不同的种族背景.
- 分析了与情感/行为学术参与,愿望和期望的关联.
主要成果:
- 确定了六个不同的多元文化社会化,在不同环境中不同程度和一致性.
- 在高多元文化社会化领域的青少年表现出更大的学术参与.
- 在学校对比的利基中的人报告了较低的参与度和期望,突出了特定环境的社会化效应.
结论:
- 多元文化社会化经验显著影响青少年的学术运作.
- 社会化 (学校,同龄人,家庭) 的一致性和环境会对学术参与和愿望产生不同的影响.
- 干预措施应考虑多元文化社会化在不同生活领域的集体和特定影响.
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