The Associations Among Teacher Discrimination, Parents’ and Peer Emotional Supports, and African American Youth’s School Bonding

Abstract

Drawing on research about the positive benefits of school bonding on youth mental health, academic and overall well-being, and the inequities African American youth face in education, this study examined the associations among teacher discrimination, parents’ and peer emotional support, and African American youth school bonding. Using data from the National Survey of American Life Adolescent Supplement (NSAL-A), findings suggest that teacher discrimination negatively affects African American youth’s school bonding. In addition, while parents’ and peer emotional supports are positively associated with youth’s school bonding, and offset some of the negative effects of teacher discrimination on African American youth’s school bonding, these supports may not be enough to help youth realize the maximum benefits of school bonding, especially in the context of teacher discrimination. Implications for social work practice with African American youth and families are discussed.

Fostering Higher Academic Performance in African American Youth Through Enhanced Self-Efficacy: The Importance of Integrated Racial-Ethnic Identity

“…Research suggests that stereotypical racial narratives of African American youth intellectual inferiority operate in both the larger society and schools to undermine these youth educational engagement beliefs (Diamond & Lewis, 2019;Kyere et al, 2020). The positive association between public regard and private regard suggests that practice and policy interventions that improve positive interracial contexts can strengthen African American youth's racial-ethnic identity to bolster their self-efficacy, which in turn can promote high academic achievement (Byrd & Chavous, 2012).…”

“…Among such racial minorities are African American youth who have endured racially subordinating forces because of racism and negative stereotypes (Diamond, 2006;Dumas, 2014) whereby they continue to face discrimination (Erickson, 2016;Ford & Moore, 2013;Gaddis & Lauen, 2014;Milner, 2012) and stereotype threats (Leach & Williams, 2007;Lindström et al, 2014;Steele &Aaron, 1995;Steele, 1997). These experiences affect school engagement, perceived competence, and educational performance among African American youth (Kyere et al, 2020;Ogbu, 2004;Patterson, 2015;Steele, 1997;Superville, 2019) to persist decades of racial inequality in education.…”

A Preliminary Pilot Study Of The College Exodus Health Professions Program In San Bernardino County, CA

“…According to the Association American Medical Colleges (AAMC), between 1978 and 2014, the enrollment of AA students has dropped from 542 to 515 in the US (Dennis, 2018). Researchers note the lack of support, minimal academic resources and guidance, and perceived academic discrimination that AA students experience on a regular level, which may contribute to the low educational attainment of AA students (Green et al, 2004;Keith et al, 1985;Kyere et al, 2020). We also note that many AA students experience psychosocial challenges due to poverty and residing in a low socioeconomic background, which likely exposes them to difficulties, such as increased exposure to crime, violence, and negative influences (Keith et al, 1985;Paradies et al, 2015;Quillian, 1999;Rothstein, 2004;Ryabov, 2020).…”

Mediational Effect of Teacher-Based Discrimination on Academic Performance: An Intersectional Analysis of Race, Gender, and Income/Class

“…The school context evidences these social stratification markers which operate jointly to organize students' differential access to educational resources and differences in academic outcomes [19]. Discrimination through the teacher-student interaction context may be one vehicle through which to learn of racialized and gendered intersections [1,20]. Teacher-student interactions refer to consistent engagements between teachers and students in the immediate classroom and through various instruction, pedagogical, and learning practices.…”

“…We draw on previous studies which associated race, gender, and income/class with academic outcomes (e.g., [17,47]), teacher-based discrimination [11,18,20,55], and intersectional framework [14][15][16]. We apply structural equation modeling to establish a cascading mediation.…”