Coping with Discrimination from Peers and Adults: Implications for Adolescents’ School Belonging

Montoro, Jessica P.; Kilday, Jessica E.; Rivas‐Drake, Deborah; Ryan, Allison M.; Umaña‐Taylor, Adriana J.

doi:10.1007/s10964-020-01360-5

Cited by 43 publications

(43 citation statements)

References 69 publications

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“…home or community) in which their religious identities are affirmed and/or not threatened which then can promote optimal sleep practices. This aligns with a recent study in the U.S. ( Montoro et al, 2021 ) that found a negative impact of experiences of racial discrimination at school on student's sense of belonging and their academic performance. Thus, the current study adds to the growing body of literature emphasizing the critical role the school environment can be for increasing exposure to risk factors, such as discrimination, that have implications for childrens' development and health ( Eccles & Roeser, 2012 ; Huang et al, 2013 ) considering the large proportion of time youth spend at school ( Carta et al, 2015 ; Powell et al, 2018 ).…”

Section: Discussionsupporting

confidence: 91%

The association between experiences of religious discrimination, social-emotional and sleep outcomes among youth in Australia

Sharif¹,

Truong²,

Alam³

et al. 2021

SSM - Population Health

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Background Religious-based hate crimes are on the rise worldwide. However, the relationship of religious discrimination on health and well-being, especially earlier on the lifecourse, is largely understudied. This study examines the prevalence of religious discrimination and the relationship it has on social-emotional adjustment and sleep outcomes among a diverse sample of students in Australia. Methods Data came from Speak Out Against Racism, a population-representative cross-sectional study of 4664 public school students in grades 5–9 in Australia in 2017. An adaption of the Adolescent Discrimination Distress Index (ADDI), was used to derive four measures of religious discrimination (peer, school, societal and the sum of those as a “total” score). The Strengths and Difficulties Questionnaire measured the total difficulties, conduct, emotional, and prosocial behavior subscales. Measures of sleep outcomes included duration, latency, and disruption. Results 27 % (95 % CI 22.82, 31.12) of students reported experiences of direct total religious discrimination with higher levels being reported by students identifying as a religious minority. There was strong evidence that experiences of religious discrimination (across all four sources) was related to all measures of socioemotional adjustment and sleep outcomes. Discussion Religious discrimination is an understudied form of social disadvantage that has implications for adolescents’ development, health and well-being. Conclusion: More programs, particularly in the school-context, address religious-based discrimination may reduce inequities in health.

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Section: Discussionsupporting

confidence: 91%

The association between experiences of religious discrimination, social-emotional and sleep outcomes among youth in Australia

Sharif¹,

Truong²,

Alam³

et al. 2021

SSM - Population Health

View full text Add to dashboard Cite

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“…Highlighted in Murry et al.’s (2018) framework are the processes within Black families that influence setting derived stressors for Black children. Research suggests that Black youth may encounter negative racialized experiences from various perpetrators, including teachers, peers, strangers, or societal institutions, and these distinct sources of racism have a different impact on youths’ academic and psychosocial development (Benner, Crosnoe, & Eccles, 2015; Seaton & Yip, 2009; Montoro, Kilday, Rivas‐Drake, Ryan, & Umaña‐Taylor, 2021). These forms of racial discrimination may occur in different social contexts, such as at school, at work, in neighborhoods, and in public places (Del Toro, Hughes, & Way, 2021; Hughes et al., 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Engagement Coping Responses to Adolescents’ Negative Racialized Experiences

Glover

Walker

Bañales

2022

J of Research on Adolesc

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This study examined thematic patterns of parents’ engaged coping messages in response to their adolescents’ negative race‐based experiences. Ten focus groups were conducted with 73 Black parents from a Southeastern city (73% female). Using modified grounded theory, narratives that supported adolescent engaged coping were coded for three ethnic‐racial socialization messages, the perpetrator, and the setting, followed by inductive (open) coding. The majority of experiences were school‐related. Themes were informed by parents’ critical engagement, ethnic‐racial socialization, and engaged racial coping. Findings revealed that parents advised a repertoire of engaged coping strategies, from actively confronting interpersonal perpetrators (e.g., peers), to critically engaging with institutional perpetrators. Strategies to develop adolescents’ critical reflection and anti‐racism actions to dismantle racism across contexts are discussed.

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“…Among Asian students, for example, those whose teachers participated in E-EMR reported significantly larger increases in school belonging from September to January, compared to the control group. Although Asian students are not disadvantaged relative to their white peers on many educational outcomes, including achievement (Hsin & Xie, 2014 ), they are often subject to experiences of racial discrimination at school that undermine their sense of belonging (Byrd & Andrews, 2016 ; Montoro et al, 2021 ). These psychological outcomes are often overlooked for Asian students (Wing, 2007 ).…”

Section: Resultsmentioning

confidence: 99%

A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students

Duong

Gaias

Brown

et al. 2022

School Mental Health

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Student–teacher relationships are important to student outcomes and may be especially pivotal at the high school transition and for minoritized racial/ethnic groups. Although interventions exist to improve student–teacher relationships, none have been shown to be effective among high school students or in narrowing racial/ethnic disparities in student outcomes. This study was conducted to examine the effects of an equity-explicit student–teacher relationship intervention (Equity-Explicit Establish Maintain Restore, or E-EMR) for high school teachers and students. A cluster-randomized pilot trial was conducted with 94 ninth grade teachers and 417 ninth grade students in six high schools. Teachers in three schools were randomized to receive E-EMR training and follow-up supports for one year. Teachers in three control schools conducted business as usual. Student–teacher relationships, sense of school belonging, academic motivation, and academic engagement were collected via student self-report in September and January of their ninth-grade year. Longitudinal models revealed non-significant main effects of E-EMR. However, there were targeted benefits for students who started with low scores at baseline, for Asian, Latinx, multicultural, and (to a lesser extent) Black students. We also found some unexpected effects, where high-performing and/or advantaged groups in the E-EMR condition had less favorable outcomes at post, compared to those in the control group, which may be a result of the equity-explicit focus of E-EMR. Implications and directions for future research are discussed.

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Coping with Discrimination from Peers and Adults: Implications for Adolescents’ School Belonging

Cited by 43 publications

References 69 publications

The association between experiences of religious discrimination, social-emotional and sleep outcomes among youth in Australia

The association between experiences of religious discrimination, social-emotional and sleep outcomes among youth in Australia

Engagement Coping Responses to Adolescents’ Negative Racialized Experiences

A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students

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