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Vicarious Severe School Discipline Predicts Racial Disparities among Non-Disciplined Black and White American Adolescents
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Del Toro, Juan; Wang, Ming-Te – Child Development, 2023
Racial disparities in school discipline may have collateral consequences on the larger non-suspended student population. The present study leveraged two longitudinal datasets with 1201 non-suspended adolescents (48% Black, 52% White; 55% females, 45% males; M[subscript age]: 12-13) enrolled in 84 classrooms in an urban mid-Atlantic city of the…
Descriptors: Adolescents, Urban Schools, Discipline, African American Students
School Cultural Socialization and Academic Performance: Examining Ethnic-Racial Identity Development as a Mediator among African American Adolescents
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Del Toro, Juan; Wang, Ming-Te – Child Development, 2021
Historic racial disparities in the United States have created an urgent need for evidence-based strategies promoting African American students' academic performance via school-based ethnic-racial socialization and identity development. However, the temporal order among socialization, identity, and academic performance remains unclear in extant…
Descriptors: Racial Bias, African American Students, Evidence Based Practice, Socialization
Early Emotion Knowledge and Later Academic Achievement among Children of Color in Historically Disinvested Neighborhoods
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Ursache, Alexandra; Kiely Gouley, Kathleen; Dawson-McClure, Spring; Barajas-Gonzalez, R. Gabriela; Calzada, Esther J.; Goldfeld, Keith S.; Brotman, Laurie M. – Child Development, 2020
This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; M[subscript age] = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a…
Descriptors: Emotional Intelligence, Academic Achievement, Preschool Children, African American Students
Classroom and School Predictors of Civic Engagement among Black and Latino Middle School Youth
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Jagers, Robert J.; Lozada, Fantasy T.; Rivas-Drake, Deborah; Guillaume, Casta – Child Development, 2017
This study used short-term longitudinal data to examine the contributions of democratic teaching practices (e.g., the Developmental Designs approach) and equitable school climate to civic engagement attitudes, beliefs, and behaviors among 515 Black and Latino middle school students (47.9% male). Concurrent experiences of democratic homeroom and…
Descriptors: Longitudinal Studies, Democratic Values, Equal Education, School Culture
Neighborhoods, Social Support, and African American Adolescents' Mental Health Outcomes: A Multilevel Path Analysis
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Hurd, Noelle M.; Stoddard, Sarah A.; Zimmerman, Marc A. – Child Development, 2013
This study explored how neighborhood characteristics may relate to African American adolescents' internalizing symptoms via adolescents' social support and perceptions of neighborhood cohesion. Participants included 571 urban, African American adolescents (52% female; "M" age = 17.8). A multilevel path analysis testing both direct and…
Descriptors: Path Analysis, Adolescent Development, Mental Health, African American Students
Adolescent Prosocial Behavior: The Role of Self-Processes and Contextual Cues
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Wentzel, Kathryn R.; Filisetti, Laurence; Looney, Lisa – Child Development, 2007
Peer- and teacher-reported prosocial behavior of 339 6th-grade (11-12 years) and 8th-grade (13-14 years) students was examined in relation to prosocial goals, self-processes (reasons for behavior, empathy, perspective taking, depressive affect, perceived competence), and contextual cues (expectations of peers and teachers). Goal pursuit…
Descriptors: Perspective Taking, Empathy, Prosocial Behavior, Early Adolescents
Racial-Ethnic Identity in Mid-Adolescence: Content and Change as Predictors of Academic Achievement
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Altschul, Inna; Oyserman, Daphna; Bybee, Deborah – Child Development, 2006
Three aspects of racial-ethnic identity (REI)--feeling connected to one's racial-ethnic group (Connectedness), being aware that others may not value the in-group (Awareness of Racism), and feeling that one's in-group is characterized by academic attainment (Embedded Achievement)--were hypothesized to promote academic achievement. Youth randomly…
Descriptors: Predictor Variables, Racial Identification, Ethnicity, Academic Achievement