OBJECTIVE Ethnic-racial identity is an important factor that can promote classroom engagement among ethnic-racial minority adolescents. However, the relationship between ethnic-racial identity and academic engagement remains severely understudied among Native American youth, who report some of the lowest levels of classroom engagement among ethnic-racial minority youth in the United States. Thus, the present study aimed to investigate the relation between ethnic-racial identity and classroom engagement among Cherokee youth. Further, we sought to examine the role of parental cultural socialization as a factor that could moderate this association. METHOD The analytic sample consisted of 211 Cherokee adolescents (M = 12.72, SD = .97; female = 52%). Participants were recruited from Grades 6 to 8 from one tribal (60% or n = 126) and two public (40% or n = 85) middle schools. Adolescents completed survey measures of ethnic-racial centrality, private regard, public regard, parental pride socialization, parental preparation for bias socialization, and classroom engagement. RESULTS Analyses showed that ethnic-racial centrality and regard were positively associated with classroom engagement. Furthermore, pride socialization enhanced the relation between private regard and engagement. Unexpectedly, preparation for bias mitigated the relation between public regard and engagement. CONCLUSIONS The present study demonstrates an important association between ethnic-racial identity and classroom engagement for Cherokee youth. Furthermore, findings highlight the importance of parental cultural socialization as a potential malleable factor that can enhance or diminish the relation between ethnic-racial identity and classroom engagement for Cherokee adolescents. These results suggest that encouraging parental cultural socialization, particularly pride socialization, may be beneficial in promoting classroom engagement for Cherokee youth. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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调查切罗基青少年的民族认同与课堂参与之间的关系：文化社会化作为调节因素。


目的 民族认同是促进少数民族青少年课堂参与的重要因素。然而，美国原住民青年中的族裔身份与学术参与度之间的关系仍然没有得到充分研究，他们报告说，美国少数族裔青年的课堂参与度最低。因此，本研究旨在调查切罗基青年的民族认同与课堂参与之间的关系。此外，我们试图研究父母文化社会化作为调节这种关联的因素的作用。方法 分析样本由 211 名切罗基青少年组成（M = 12.72，SD = .97；女性 = 52%）。参与者是从一所部落中学（60% 或 n = 126）和两所公立中学（40% 或 n = 85）招募的 6 至 8 年级学生。青少年完成了种族中心性、私人尊重、公众尊重、父母自豪感社会化、父母对偏见社会化的准备和课堂参与的调查措施。结果 分析表明，种族中心性和尊重度与课堂参与度呈正相关。此外，自豪感社会化增强了私人尊重和参与之间的关系。出乎意料的是，对偏见的准备削弱了公众关注度和参与度之间的关系。结论 本研究表明切罗基青年的民族认同与课堂参与度之间存在重要关联。此外，研究结果强调了父母文化社会化的重要性，作为一个潜在的可塑性因素，可以增强或减弱切罗基青少年的民族认同和课堂参与之间的关系。 这些结果表明，鼓励父母的文化社会化，特别是骄傲社会化，可能有助于促进切罗基青少年的课堂参与。 （PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。