The relationship between teacher-based discrimination, academic adjustment, psychological well-being, and student-teacher relationship quality among African American adolescents

Adolescents;African American;discrimination;academic adjustment;student-teacher relations

Thompson, Geneene

关键词: Adolescents;    African American;    discrimination;    academic adjustment;    student-teacher relations;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/34566/Thompson_Geneene.pdf?sequence=1&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

The present study investigated the nature of perceived teacher-based racial andgender discrimination among young African American adolescents ((N=248; 50.8%female) and simultaneously examined associations between perceived racial and genderdiscrimination, academic adjustment, psychological well-being, and student-teacherrelationship quality. Additionally, the study explored adolescents’ beliefs aboutpersonality as a moderator between perceived discrimination and adjustment. In line withhypotheses, adolescents perceived more racial discrimination from teachers. However,African American boys perceived more gender discrimination than girls. When perceivedracial and gender discrimination were considered simultaneously, racial discriminationwas more strongly linked to teacher-student relationship quality; where as, genderdiscrimination was linked to academic adjustment and psychological well-being. Amonggirls, perceived racial discrimination was negatively associated with student-teacherrelationship quality. Students perceiving both forms of adjustment evidenced lower levelsof adjustment compared to students perceiving only one type of discrimination.Personality beliefs only moderated the relationship between perceived discrimination andstudent-teacher relationship qualityThe findings from this study greatly contribute to our understanding of earlyadolescents’ perceived racial and gender discrimination in educational contexts. Throughexamination of both gender and race-related discrimination the present study providesimportant insights into the nature and importance of discrimination for a comprehensiveunderstanding of young African American adolescents’ academic, psychological, andsocial adjustment in the classroom.