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"African American students Psychology."
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The power of one
Combining first-person narratives, personal growth exercises, and informational text, this staff development resource helps educators address the mind-sets that can impede their progress with African American students.
eBook
Into white
\"LaToya Williams lives in Montgomery, Alabama, and attends a mostly white high school. It seems as if her only friend is her older brother, Alex. Toya doesn't know where she fits in, but after a run-in with another student, she wonders if life would be different if she were ... different. And then a higher power answers her prayer: to be anything but black. Toya is suddenly white, blond, and popular. Now what?\"--Provided by publisher.
BOOK
When and How Do Students Benefit From Ethnic Diversity in Middle School?
The effects of school-based ethnic diversity on student well-being and race-related views were examined during the first year in middle school. To capture the dynamic nature of ethnic exposure, diversity was assessed both at the school-level (n = 26) and based on academic course enrollments of African American, Asian, Latino, and White students (n = 4,302; M = 11.33 years). Across all four pan-ethnic groups, school-level ethnic diversity was associated with lower sense of vulnerability (i.e., feeling safer, less victimized, and less lonely) as well as perceptions of teachers' fair and equal treatment of ethnic groups and lower out-group distance. Underscoring the role of individual experiences, exposure to diversity in academic classes moderated the association between school-level diversity and the two aforementioned race-related views.
Journal Article
Charisma's turn : a graphic novel
Follows the story of Charisma, a Black high school student grappling with mounting pressures from home and school, and when frustrations with her family intersect with a conflict at school, she reaches a crossroads, facing a choice that could change her future.
Book
Psychosocial Benefits of Cross-Ethnic Friendships in Urban Middle Schools
To examine the unique functions of same- and cross-ethnic friendships, Latino (n = 536) and African American (n = 396) sixth-grade students (M age = 11.5 years) were recruited from 66 classrooms in 10 middle schools that varied in ethnic diversity. Participants reported on the number of same- and cross-ethnic friends, perceived vulnerability, friendship quality, and the private regard dimension of ethnic identity. Whereas same-ethnic friendships were uniquely associated with stronger private regard, more ethnic diversity and cross-ethnic friendships were uniquely associated with less perceived vulnerability. Multilevel structural equation modeling tested whether cross-ethnic friendships mediated the diversity-vulnerability relation. Although cross-ethnic friendships did not significantly mediate this relation at the classroom level, these friendships predicted less vulnerability at the individual student level.
Journal Article
The Transition to High School as a Developmental Process Among Multiethnic Urban Youth
The high school transition was examined in an ethnically diverse, urban sample of 1,979 adolescents, followed from 7th to 10th grade (Mage = 14.6, SD = .37 in 7th grade). Twice annually, data were gathered on adolescents' perceptions of school climate, psychological functioning, and academic behaviors. Piecewise growth modeling results indicate that adolescents were doing well before the transition but experienced transition disruptions in psychological functioning and grades, and many continued to struggle across high school. The immediate experience of the transition appeared to be particularly challenging for African American and Latino students when the numerical representation of their ethnic groups declined significantly from middle to high school. Findings highlight the value of examining the transition in a larger developmental context and the importance of implementing transition support.
Journal Article
Unraveling the Complexity of Critical Consciousness, Political Efficacy, and Political Action Among Marginalized Adolescents
This research examines the complex patterns by which distinct dimensions of critical consciousness may lead marginalized adolescents toward distinct forms of political action. Structural equation modeling was applied to nationally representative data from the Civic Education Study (2,811 ninth graders; Mage = 14.6), first establishing the measurement invariance of constructs across samples of poor or working class African American and Latino/a adolescents. Perceptions of societal inequality and aspirational beliefs that society ought to be more equal differentially predicted expected voting, conventional political action, and social action—while controlling for civic achievement and with nuances between ethnic and racial groups. Contrary to hypotheses and extant scholarship, political efficacy did not mediate or moderate relations between critical reflection and disparate forms of political action.
Journal Article
Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School
This study examined the relative influence of adolescents' supportive relationships with teachers, peers, and parents on trajectories of different dimensions of school engagement from middle to high school and how these associations differed by gender and race or ethnicity. The sample consisted of 1,479 students (52% females, 56% African American). The average growth trajectories of school compliance, participation in extracurricular activities, school identification, and subjective valuing of learning decreased from 7th to 11th grades (mean ages = 12.9 years to 17.2 years). Different sources of social support were not equally important in their impact on school engagement, and the effect of these sources differed by the aspect of engagement studied. For instance, peer social support predicted adolescents' school compliance more strongly and school identification less strongly than teacher social support.
Journal Article
Loss of Institutional Trust Among Racial and Ethnic Minority Adolescents: A Consequence of Procedural Injustice and a Cause of Life-Span Outcomes
This research tested a social-developmental process model of trust discernment. From sixth to eighth grade, White and African American students were surveyed twice yearly (ages 11-14; Study 1, N = 277). African American students were more aware of racial bias in school disciplinary decisions, and as this awareness grew it predicted a loss of trust in school, leading to a large trust gap in seventh grade. Loss of trust by spring of seventh grade predicted African Americans' subsequent discipline infractions and 4-year college enrollment. Causality was confirmed with a trust-restoring \"wise feedback\" treatment delivered in spring of seventh grade that improved African Americans' eighth-grade discipline and college outcomes. Correlational findings were replicated with Latino and White students (ages 11-14; Study 2, N = 206).
Journal Article