Implications of built and social environments on the academic success among African American youth: testing Strong African American Families intervention effects on parental academic racial socialization

Frontiers in Psychology

Psychology

Cady Berkel¹  Velma McBride Murry²  Catherine M. Gonzalez³  Marlena L. Debreaux³  Erica E. Coates⁴ 

[1] College of Health Solutions, Arizona State University, Tempe, AZ, United States;Department of Human and Organizational Development, Department of Health Policy, School of Medicine, Peabody College, Vanderbilt University, Nashville, TN, United States;Department of Human and Organizational Development, Vanderbilt University, Nashville, TN, United States;Department of Psychiatry, MedStar Georgetown University Hospital/Georgetown University School of Medicine, Washington, DC, United States;

关键词: family-based prevention;    academic racial socialization;    academic success;    school climate;    academic disparities;   

DOI  :  10.3389/fpsyg.2023.956804

 received in 2022-05-30, accepted in 2023-07-24,  发布年份 2023

来源: Frontiers

【 摘 要 】

Studies exploring widening academic disparities have highlighted the role of racialized school settings, which have given way to incidents of discrimination and unfair treatment for students of color, disproportionately affecting African American youth. Research also shows that family-based preventive interventions may avert negative outcomes for this population through the promotion of protective socialization practices. Consequently, the current study tests the efficacy of a culturally tailored preventive family-based program to foster induced changes in academic promotive parenting practices that prepare youth to advance academically by navigating negative race-related experiences in school settings. Data collected over four time periods from the Strong African American Families (SAAF) efficacy trial (Murry and Brody, 2004) with 667 African American families in rural Georgia were used for this study. Structural equation modeling analyses demonstrated that the SAAF program was associated with positive intervention induced changes in parental academic race-related socialization, which in turn, was indirectly associated with reduced school compromising behaviors through the enhancement of racial pride. While discrimination compromised academic success, our findings highlight the protective nature of racial pride in dissuading academic failure and school dropout through the promotion of academic success. This study confirms that a family-based prevention program holds promise to address academic disparities through the enhancement of parenting and youth protective processes that buffer youth from succumbing to racialized social environments such as schools. Implications for research, educational policy, and preventive interventions are discussed.

【 授权许可】

Unknown   
Copyright © 2023 Murry, Gonzalez, Debreaux, Coates and Berkel.