排序方式: 共有7条查询结果,搜索用时 156 毫秒
1
1.
Sheretta T. Butler‐Barnes Bridget L. Richardson Tabbye M. Chavous Jiaxi Zhu 《Journal of research on adolescence》2019,29(2):432-448
This study examined various parental racial socialization messages as mediators between school‐based racial discrimination and racial identity formation over 4 years for African American boys (N = 639) and African American girls (N = 711). Findings indicated that school‐based racial discrimination was associated with racial identity beliefs. For African American boys, behavioral racial socialization messages mediated the relation between school‐based racial discrimination and racial centrality over time. Mediation also resulted for African American girls, but for a different set of race‐related messages (negative messages and racial barriers) and racial identity beliefs. The developmental significance of the findings and implications for future research are discussed. 相似文献
2.
Researchers have been concerned with whether strong racial identification promotes or inhibits achievement motivation among African American youth, but current literatures have paid little attention to the role of youths' contexts. In this study, we outline a racial identity–context congruence framework that predicts positive benefits of a strong, positive racial identity when the context is congruent with youths' beliefs. To test this framework, we examined school racial climate as a moderator in the relationships of three racial identity variables (centrality, private regard, and public regard) with intrinsic motivation for attending school in a sample of 11th graders. Overall, results support the congruence perspective and also demonstrate how feelings of belonging at school mediate the relationship between racial identity–racial climate congruence and school intrinsic motivation. 相似文献
3.
4.
Tabbye M. Chavous Bridget L. Richardson Felecia R. Webb Gloryvee Fonseca-Bolorin Seanna Leath 《Race and social problems》2018,10(1):1-18
This study examined Black college students’ (N = 309, 70% women) racial identity beliefs over their freshman year. Using latent class cluster analysis, we identified clusters reflecting patterns of change and stability in students’ racial centrality (importance of race to overall self-concept), private regard (group pride), and public regard (perceptions of others’ views of Blacks). Racial identity change clusters were distinguished by campus experiences (racial discrimination, interracial friendships, and campus racial climate). Racial identity change clusters predicted end-of-year academic motivation (competence, affect, interest/curiosity, and persistence). Findings suggest the importance of examining critical transitions in identity development and highlight the deleterious effects of stigmatizing campus experiences on identity. Findings also highlight ways students’ racial identity beliefs may help promote academic motivation. 相似文献
5.
Sheretta T. Butler-Barnes Tabbye M. Chavous Marc A. Zimmerman 《Race and social problems》2011,3(2):75-91
This study conceptualized individual-level cultural-ecological factors (racial identity and religious coping) as adolescent
assets that would promote achievement motivation and reduce negative associations between community violence exposure and
motivation. Our examination of African American adolescents (N = 380) from urban contexts indicated a negative association between community violence exposure and motivation beliefs (academic
self-efficacy and academic importance). Accounting for socioeconomic factors and parental support, higher racial pride (private
regard), and higher use of religion to cope with difficult times predicted higher motivation beliefs. Religious coping reduced
the negative association of violence exposure with motivation beliefs. Among boys, however, there was a stronger, negative
relationship between community violence and academic self-efficacy for those higher in private regard. Boys reporting higher
private regard had more positive motivation beliefs when experiencing lower community violence. Results suggest cultural-ecological
factors can support academic motivation but also may not fully protect youth exposed to high ecological risk. 相似文献
6.
Mathematical and simulation models studying work-rest schedules in a production process are developed to arrive at an optimal rest policy to maximize work output per unit time. A CSMP simulation study is used to test the sensitivity of the results for different specific cases. 相似文献
7.
The present study examined school-based racial and gender discrimination experiences among African American adolescents in
Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations
of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported
racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within
gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive
symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also
negatively associated with grade point average among boys but were not significantly associated in girls’ analyses. Significant
gender discrimination X racial discrimination interactions resulted in the girls’ models predicting psychological outcomes
and in boys’ models predicting academic achievement. Taken together, findings suggest the importance of considering gender-
and race-related experiences in understanding academic and psychological adjustment among African American adolescents. 相似文献
1