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Responding to racism at school: Ethnic-racial socialization and the academic engagement of Black and Latinx youth
Child Development ( IF 3.9 ) Pub Date : 2022-09-24 , DOI: 10.1111/cdev.13853
Kimberly R Osborne 1 , Ashley A Walsdorf 2 , Mia A Smith-Bynum 3 , Samantha Redig 4 , Dawn Brinkley 1 , Margaret Tresch Owen 4 , Margaret O'Brien Caughy 1
Affiliation  

Guided by the Theory of Racial Socialization in Action (TRSA; Smith-Bynum in press), this study examined observed caregiver-provided ethnic-racial socialization in response to a school-based discriminatory dilemma. Forty-five Black and 36 Latinx caregivers (88% mothers) with low-income and their children (Mage = 11.09, SD = 0.29; 46.3% female) participated in Dallas, Texas from 2018 to 2019. Dyads responded to a hypothetical scenario in which a school counselor makes a discriminatory comment to the child. Results of a factor mixture analysis suggested that caregivers engaged in the dialogue using one of four approaches: Low-engaged, Legacy, Racial Literacy, or High-engaged. Profiles were found to differ significantly by the race/ethnicity and language of caregivers and were associated with youth’s concurrent behavioral engagement (R2 = .04).

中文翻译:

应对学校的种族主义:黑人和拉丁裔青年的种族社会化和学术参与

在行动中的种族社会化理论(TRSA;Smith-Bynum 出版中)的指导下,本研究调查了观察到的照顾者提供的种族社会化,以应对基于学校的歧视困境。 2018 年至 2019 年,45 名黑人和 36 名拉丁裔低收入看护者(88% 为母亲)及其子女(M年龄= 11.09,SD = 0.29;46.3% 为女性)参加了德克萨斯州达拉斯的活动。Dyads 对假设情景做出了回应其中学校辅导员对孩子做出歧视性评论。因素混合分析的结果表明,看护者使用以下四种方法之一参与对话:低参与度传统种族素养高参与度. 个人资料被发现因照顾者的种族/族裔和语言而存在显着差异,并且与青少年的并发行为参与相关 ( R 2  = .04)。
更新日期:2022-09-24
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