{"title":"认知很重要：学校种族民族背景对黑人青少年种族民族认同感发展的影响》（The Influence of School Ethnic Racial Context on Ethnic Racial Identity Development for Black Adolescents）。","authors":"Amirah Saafir, Sandra Graham","doi":"10.3390/bs14100872","DOIUrl":null,"url":null,"abstract":"<p><p>In the current study, latent growth curve modeling is used to explore growth in ethnic-racial identity (ERI) commitment from 9th to 12th grade as a function of two aspects of the school ethnic-racial environment-perceived representation among peers and perceived discrimination from peers. The participants included 237 students that self-identified as African American (Mage = 14.7; 50% female). The results showed that perceiving more Black peers at school buffered the negative impact of racial discrimination from peers on ERI commitment. Further, the positive impact of perceived representation remained significant even after controlling for other markers of school ethnic-racial context including objective representation and school ethnic-racial diversity. The findings have implications for the environmental factors that support ERI development as well as how we study and conceptualize the influence of the school ethnic-racial environment.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11504452/pdf/","citationCount":"0","resultStr":"{\"title\":\"Perception Matters: The Influence of School Ethnic Racial Context on Ethnic Racial Identity Development for Black Adolescents.\",\"authors\":\"Amirah Saafir, Sandra Graham\",\"doi\":\"10.3390/bs14100872\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>In the current study, latent growth curve modeling is used to explore growth in ethnic-racial identity (ERI) commitment from 9th to 12th grade as a function of two aspects of the school ethnic-racial environment-perceived representation among peers and perceived discrimination from peers. The participants included 237 students that self-identified as African American (Mage = 14.7; 50% female). The results showed that perceiving more Black peers at school buffered the negative impact of racial discrimination from peers on ERI commitment. Further, the positive impact of perceived representation remained significant even after controlling for other markers of school ethnic-racial context including objective representation and school ethnic-racial diversity. The findings have implications for the environmental factors that support ERI development as well as how we study and conceptualize the influence of the school ethnic-racial environment.</p>\",\"PeriodicalId\":8742,\"journal\":{\"name\":\"Behavioral Sciences\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2024-09-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11504452/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Behavioral Sciences\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.3390/bs14100872\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Behavioral Sciences","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3390/bs14100872","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
摘要
在本研究中，我们使用了潜增长曲线模型来探讨从九年级到十二年级，民族-种族认同（ERI）承诺的增长与学校民族-种族环境的两个方面--同伴中的认知代表性和来自同伴的认知歧视--的函数关系。参与者包括 237 名自我认同为非裔美国人的学生（年龄=14.7；50% 为女性）。结果表明，在学校里有更多的黑人同学可以缓冲同学种族歧视对 ERI 承诺的负面影响。此外，即使控制了学校种族-种族环境的其他指标（包括客观代表性和学校种族-种族多样性），感知到的代表性的积极影响仍然显著。这些发现对支持 ERI 发展的环境因素以及我们如何研究学校种族环境的影响并将其概念化具有重要意义。
Perception Matters: The Influence of School Ethnic Racial Context on Ethnic Racial Identity Development for Black Adolescents.
In the current study, latent growth curve modeling is used to explore growth in ethnic-racial identity (ERI) commitment from 9th to 12th grade as a function of two aspects of the school ethnic-racial environment-perceived representation among peers and perceived discrimination from peers. The participants included 237 students that self-identified as African American (Mage = 14.7; 50% female). The results showed that perceiving more Black peers at school buffered the negative impact of racial discrimination from peers on ERI commitment. Further, the positive impact of perceived representation remained significant even after controlling for other markers of school ethnic-racial context including objective representation and school ethnic-racial diversity. The findings have implications for the environmental factors that support ERI development as well as how we study and conceptualize the influence of the school ethnic-racial environment.
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