Variations in students' perceived reasons for, sources of, and forms of in-school discrimination: A latent class analysis

Byrd, Christy M.; Andrews, Dorinda J. Carter

doi:10.1016/j.jsp.2016.05.001

Cited by 57 publications

(56 citation statements)

References 64 publications

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“…In contrast, targeted and unsupported students, who indicated the highest levels of discrimination and interracial inequity and the lowest levels of connection, demonstrated significantly lower academic performance and overall higher depression and lower well‐being. These findings are in line with previous research demonstrating that marginalization can negatively impact academics and mental health (Watkins & Aber, ; Wong et al., ), whereas positive relationships and sense of connection to school can facilitate academic and psychosocial success for students (Byrd & Andrews, ; Demaray & Malecki, ; Wang et al., . However, these findings were more complex for students experiencing a combination of marginalization and connection: the exposed and protected profile.…”

Section: Discussionsupporting

confidence: 90%

“…The buffering effects of school‐based connection on the negative impacts of marginalization have been examined, specifically related to students’ experiences across race, gender, and socioeconomic status (SES) (Bottiani et al., ; Byrd & Chavous, ; Chavous, Rivas‐Drake, Smalls, Griffin, & Cogburn, ; Watkins & Aber, ). Marginalization and connection at school have been examined largely with racial and ethnic minority youth (Byrd & Andrews, ) and attempts to address intersections in students’ experiences often focus on gender and class within one racial/ethnic group. When between‐group differences are observed, such studies typically focus on student experiences within Black–White dichotomies (Mattison & Aber, ; Watkins & Aber, ), rather than understanding patterns in experiences that might cut across these social address variables.…”

Section: Individual and Institutional Levels Of Marginalizationmentioning

confidence: 99%

See 1 more Smart Citation

Adolescent Profiles of Marginalization and Connection at School: Relations With Academics and Mental Health

Polk

Hill

Price

et al. 2018

J of Research on Adolesc

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School context serves as a testing ground for exploring social relationships and satisfying needs for connection and affirmation, but often includes feelings of rejection. With a diverse high school sample (n = 645; 55% female; 61% White, 18% African American, 10% Latino, 10% Asian American, 1% Multiracial), patterns of experiences with marginalization and connection were identified and their associations with achievement and mental health examined. Using two-step cluster analysis, three clusters were identified: above the fray, exposed and protected, and targeted and unsupported. Ethnic/racial background was not related to cluster membership. Except for gender and well-being, associations between cluster membership and outcomes were similar across demographic background. The above the fray and the exposed and protected clusters were associated with better outcomes.Requests for reprints should be sent to Nancy E. Hill, Gradu-

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Section: Discussionsupporting

confidence: 90%

Section: Individual and Institutional Levels Of Marginalizationmentioning

confidence: 99%

Adolescent Profiles of Marginalization and Connection at School: Relations With Academics and Mental Health

Polk

Hill

Price

et al. 2018

J of Research on Adolesc

View full text Add to dashboard Cite

show abstract

“…To reduce the possibility of bias in self-reports, future studies should focus on measures collected from teachers, peers, and parents to fully understand the impact of school-based discrimination. Teacher and peer perceptions of discrimination may provide greater depth in understanding the relationship between the classroom environment and student outcomes (Byrd and Carter Andrews 2016). This study was also cross-sectional in nature and can only provide the reader with a glimpse of what is occurring currently.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents’ Achievement Outcomes

2018

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Schools provide a place of learning for adolescents and can be considered safe havens. However, in some cases, African American adolescents are subjected to discrimination by peers and teachers, which can impact their own academic engagement and abilities. Applying a risk and resilience framework, the present study examined the relationship between adolescents’ perceptions of school-based discrimination and academic outcomes in a sample of African American middle school students. Adolescents’ reports of perceived school-based discrimination and racial socialization were identified as predictors of academic outcomes (i.e., academic persistence, academic self-efficacy, and academic self-concept). The study also investigated whether racial socialization moderated the relationship between school-based discrimination and achievement outcomes. The study sample comprised 74 African American adolescents (49% female) and one of their parents. Hierarchical regressions showed that racial discrimination by peers was negatively related to academic outcomes. Furthermore, we found that dimensions of racial socialization buffered the effects of school-based discrimination on academic outcomes. Implications for the importance of investigating race-related factors in the academic outcomes of African American youth will be discussed.

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“…A handful of recent studies examining bullying and discrimination attributed to varying social identities (Byrd and Carter Andrews 2016;Garnett et al 2014) provide a model for how to examine multiple types of bias-based bullying simultaneously utilizing a person-centered latent class analysis (LCA). Person-centered methods allow exploration of interindividual heterogeneity in describing qualitatively distinct experiences of varying combinations of bias-based bullying (Collins and Lanza 2010).…”

Section: Bias-based Bullying Victimization Among Lgbq Youthmentioning

confidence: 99%

Intersections Between Multiple Forms of Bias-Based Bullying Among Lesbian, Gay, Bisexual, and Queer Youth

Shramko

Gower

McMorris

et al. 2019

Int Journal of Bullying Prevention

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Lesbian, gay, bisexual, and queer (LGBQ) youth experience more heterosexist bullying victimization than their straight peers, which contributes to mental health disparities. However, LGBQ youth may simultaneously experience other types of bias-based bullying (e.g., racist, cis-sexist, and able-ist bullying). Informed by intersectionality theory, this study describes intersections of LGBQ students' experiences of multiple forms of bias-based bullying and explores demographic correlates of individual types and typologies of bias-based bullying. This study uses 2016 state-wide survey data from 9th and 11th grade students in Minnesota schools. The analytic sample was limited to students who reported a LGBQ sexual orientation and responded to bullying items (N = 8313). Typology indicators were six items assessing bias-based bullying in the previous 30 days (race, gender, gender expression, sexual orientation, ability, weight). Covariates (age, sexual orientation, assigned sex, gender identity, race, perceived gender presentation, individualized education program (IEP), weight status) also predicted class membership. A latent class analysis (LCA) was conducted, and the three-class model was best fitting, with classes characterized by high levels of all types of bias-based bullying (6.3%), gender expression and sexual orientation bullying (35.2%), and low levels of bias-based bullying (58.4%).LGBQ youth who also identified as transgender or gender diverse, had an IEP, reported perceived nonconforming gender presentation, and youth of color were more likely to belong to the multiple bias-based bullying typology. Future work should leverage an intersectional lens to design multilevel interventions and strategies to prevent bias-based bullying that attend to broader issues of stigma within school systems.

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Variations in students' perceived reasons for, sources of, and forms of in-school discrimination: A latent class analysis

Cited by 57 publications

References 64 publications

Adolescent Profiles of Marginalization and Connection at School: Relations With Academics and Mental Health

Adolescent Profiles of Marginalization and Connection at School: Relations With Academics and Mental Health

The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents’ Achievement Outcomes

Intersections Between Multiple Forms of Bias-Based Bullying Among Lesbian, Gay, Bisexual, and Queer Youth

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