种族歧视和墨西哥遗产青少年的民族种族身份:学校拉丁裔集中的作用
Kimberly R M Osborne1, Rebecca M B White2
1REACH Institute, Department of Psychology, Arizona State University, AZ, USA.
Hispanic journal of behavioral sciences
|June 30, 2025
概括
同龄人的种族歧视和学校的种族种族集中积极影响了美国墨西哥遗产青少年的种族种族身份 (ERI) 发展. 研究结果强调了学校环境在为这个不断增长的人口塑造ERI中的作用.
科学领域:
- 心理学 心理学 心理学
- 社会学 社会学 社会学
- 青少年发展 青少年发展
背景情况:
- 在青春期,民族种族认同 (ERI) 的形成至关重要.
- 了解影响少数民族青年ERI的因素至关重要.
- 美国墨西哥遗产人口正在快速增长.
研究的目的:
- 调查种族歧视和学校种族种族集中如何影响墨西哥遗产青少年的ERI变化.
- 评估学校的种族-种族集中是否缓和了种族歧视和ERI之间的关系.
主要方法:
- 长度研究749美国墨西哥遗产的青少年从7年级到10年级.
- 自我报告的同龄人和教师种族歧视经历.
- 评估了种族和种族身份 (确认,探索,解决).
- 利用公开可用的学校种族-种族度数据.
主要成果:
- 同龄人种族歧视预测了ERI探索和解决方案的增加.
- 学校的种族-种族度预测增加了ERI的探索.
- 教师的种族歧视和学校的种族-种族集中作为调节者并没有与ERI变化有显著的联系.
结论:
- 同龄人歧视和同族同龄人的较高度可能会在美国的墨西哥遗产青年中促进ERI探索和解决.
- 学校环境和同龄人的经验在青少年的ERI发展中起着重要作用.
- 这些发现有助于理解关键的人口群体中ERI的形成.
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