感知问题:学校种族背景对黑人青少年种族认同发展的影响
Amirah Saafir1, Sandra Graham2
1Child and Adolescent Studies Department, California State University, Fullerton, CA 92831, USA.
Behavioral sciences (Basel, Switzerland)
|October 26, 2024
概括
对于非洲裔美国青少年来说,在学校里有更多的黑人同龄人保护了民族种族身份 (ERI) 承诺免受种族歧视. 感知到的代表性对ERI产生了积极的影响,即使控制了其他学校因素.
科学领域:
- 心理学 心理学 心理学
- 社会学 社会学 社会学
- 教育教育教育教育教育教育.
背景情况:
- 民族种族认同 (ERI) 发展受到学校环境的影响.
- 了解学校内的保护因素对于支持青少年身份形成至关重要.
研究的目的:
- 检查学校环境中被认为的同行代表和歧视如何影响民族种族认同 (ERI) 承诺的增长.
- 调查黑人同龄人之间所感知的代表性在缓冲歧视对ERI的影响中的作用.
主要方法:
- 潜增长曲线建模用于分析237名非洲裔美国学生 (年龄14-17岁) 的数据.
- 这项研究评估了从九年级到十二年级感知到的同龄人代表性,感知到的同龄人歧视以及对ERI的承诺.
主要成果:
- 感知更多的黑人同龄人缓冲了同龄歧视对ERI承诺的负面影响.
- 在同行中感知到的代表性对ERI承诺产生了显著的积极影响,独立于客观的代表性和多样性.
结论:
- 学校的种族-种族环境,特别是同龄人代表,在支持青少年ERI发展方面发挥着至关重要的作用.
- 调查结果强调了社会背景在理解和培养不同学校环境中的民族种族认同的重要性.
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