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School experiences among African-Ame...

Van Buren, Erika.

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School experiences among African-American and Latino adolescents: Effects on ethnic identity and school adjustment.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	School experiences among African-American and Latino adolescents: Effects on ethnic identity and school adjustment./
Author:	Van Buren, Erika.
Description:	140 p.
Notes:	Chairs: Hector Myers; Sandra Graham.
Contained By:	Dissertation Abstracts International65-08B.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3142524
ISBN:	9780496002832

School experiences among African-American and Latino adolescents: Effects on ethnic identity and school adjustment.
Van Buren, Erika.

School experiences among African-American and Latino adolescents: Effects on ethnic identity and school adjustment. - 140 p.

Chairs: Hector Myers; Sandra Graham.

Thesis (Ph.D.)--University of California, Los Angeles, 2004.

Early adolescence has been identified as a period of increased risk for poor school adjustment in African-American and Latino youth. The process of negotiating the developmental tasks of young adolescence, while adjusting to the demands and expectations of the school environment, is made significantly more challenging by the threat of negative stereotypes and inequitable treatment they experience within their schools and communities. This dissertation examined the role of experiences with discrimination and perceptions of fairness and rule clarity at school in shaping ethnic identity and the expression of behaviors that serve to promote or threaten positive school adjustment in a sample of young African-American (n = 273) and Latino (n = 387) adolescents. This study is unique from prior research investigating the school adjustment outcomes of ethnic minority youth in that it assessed direct experiences with discrimination in diverse contexts, and utilized a multi-dimensional and phenomenological conceptualization of ethnic identity. Four primary questions were tested with structural equation analyses: (1) whether perceptions of school fairness were associated with specific experiences with educational, institutional, and peer discrimination; (2) whether perceived discrimination, school fairness and ethnic identity affected school adjustment variables (school engagement, unexcused absences, Spring term GPA, and aggression); (3) whether school fairness perceptions and experiences with discrimination impacted different components of ethnic identity; and (4) whether ethnic identity serves as a partial social-cognitive mediator of the relationship between the context variables and school adjustment outcomes. Participants attended the 7th grade at one of eight participating public middle schools that serve low-income communities in the Los Angeles metropolitan area. Self-report data was collected to assess perceptions of school fairness, experiences with discrimination and ethnic identity, while reports from teachers and school records were obtained for data on school adjustment outcomes. Multivariate analysis of variance was utilized to investigate ethnic and gender differences, revealing that African-American students reported more negative attitudes regarding treatment from and perceptions of others, relative to Latino students, while girls performed better academically and were more engaged, compared to boys. Results also indicated that school fairness was inversely related to frequency of experiences with discrimination in a variety of contexts for Latino students and African-American girls, and more negative experiences and perceptions were particularly detrimental to the school functioning of Latino youth. Ethnic identity negatively predicted school functioning outcomes for African-American boys, yet did not mediate the relationship between school context variables and school adjustment outcomes for any members of the sample. Based on these findings, future directions for continued research on the role of school ecological factors that differentially shape the process of identity development and adjustment in young African-American and Latino adolescents are provided. Implications for school reform and individual-centered interventions that address the unique stressors of these individuals are also explored.

ISBN: 9780496002832Subjects--Topical Terms:

1017673
Black Studies.

School experiences among African-American and Latino adolescents: Effects on ethnic identity and school adjustment.
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100 1 $a Van Buren, Erika. $3 1271838
245 1 0 $a School experiences among African-American and Latino adolescents: Effects on ethnic identity and school adjustment.
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500 $a Chairs: Hector Myers; Sandra Graham.
500 $a Source: Dissertation Abstracts International, Volume: 65-08, Section: B, page: 4308.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2004.
520 $a Early adolescence has been identified as a period of increased risk for poor school adjustment in African-American and Latino youth. The process of negotiating the developmental tasks of young adolescence, while adjusting to the demands and expectations of the school environment, is made significantly more challenging by the threat of negative stereotypes and inequitable treatment they experience within their schools and communities. This dissertation examined the role of experiences with discrimination and perceptions of fairness and rule clarity at school in shaping ethnic identity and the expression of behaviors that serve to promote or threaten positive school adjustment in a sample of young African-American (n = 273) and Latino (n = 387) adolescents. This study is unique from prior research investigating the school adjustment outcomes of ethnic minority youth in that it assessed direct experiences with discrimination in diverse contexts, and utilized a multi-dimensional and phenomenological conceptualization of ethnic identity. Four primary questions were tested with structural equation analyses: (1) whether perceptions of school fairness were associated with specific experiences with educational, institutional, and peer discrimination; (2) whether perceived discrimination, school fairness and ethnic identity affected school adjustment variables (school engagement, unexcused absences, Spring term GPA, and aggression); (3) whether school fairness perceptions and experiences with discrimination impacted different components of ethnic identity; and (4) whether ethnic identity serves as a partial social-cognitive mediator of the relationship between the context variables and school adjustment outcomes. Participants attended the 7th grade at one of eight participating public middle schools that serve low-income communities in the Los Angeles metropolitan area. Self-report data was collected to assess perceptions of school fairness, experiences with discrimination and ethnic identity, while reports from teachers and school records were obtained for data on school adjustment outcomes. Multivariate analysis of variance was utilized to investigate ethnic and gender differences, revealing that African-American students reported more negative attitudes regarding treatment from and perceptions of others, relative to Latino students, while girls performed better academically and were more engaged, compared to boys. Results also indicated that school fairness was inversely related to frequency of experiences with discrimination in a variety of contexts for Latino students and African-American girls, and more negative experiences and perceptions were particularly detrimental to the school functioning of Latino youth. Ethnic identity negatively predicted school functioning outcomes for African-American boys, yet did not mediate the relationship between school context variables and school adjustment outcomes for any members of the sample. Based on these findings, future directions for continued research on the role of school ecological factors that differentially shape the process of identity development and adjustment in young African-American and Latino adolescents are provided. Implications for school reform and individual-centered interventions that address the unique stressors of these individuals are also explored.
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