心理学
背景(考古学)
构造(python库)
心理干预
社会心理学
民族
学业成绩
发展心理学
人类学
计算机科学
生物
精神科
社会学
古生物学
程序设计语言
作者
Rebeca Mireles‐Rios,Odelia Simon,Karen Nylund‐Gibson
出处
期刊:Teachers College Record
[Crossref Test]
日期:2020-11-01
卷期号:122 (12): 1-32
被引量:1
标识
DOI:10.1177/016146812012201209
摘要
Background/Context The relationship between perceived discrimination and students’ academic outcomes is well established, showing the negative effects of experiences of discrimination. Although much attention has focused on how to temper these effects for students, few studies have focused on the potential role that teachers can play in lessening the effects of discrimination on student outcomes. Purpose/Objective/Research Question/Focus of Study In this study, we look at the intersection of race/ethnicity and gender by examining at how Latinx male and female high school students’ academic outcomes, such as grade point average, are impacted by their perceived level of discrimination and teacher support. Research Design Using an intersectional framework, this study uses data from 783 Latinx adolescents (Mage = 16.01 years) in the United States. Specifically, we examine the moderating role of perceived teacher support on the relationship between students’ discrimination and their academic performance using a moderated factor analysis approach. Findings/Results Results indicate that the items that measure perceived discrimination and teacher support do not function in the same way for Latinx male and female adolescents and that emotional teacher support buffers the negative relationship between discrimination and academic performance for Latinx males. Conclusions/Recommendations We argue the need to construct measures and approach interventions in the areas of discrimination and teacher support that would allow us to better identify how to support Latinx adolescents in the most effective ways.
科研通智能强力驱动
Strongly Powered by AbleSci AI