Top

Gepubliceerd in:

02-12-2020 | Empirical Research

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

Auteurs: Jessica P. Montoro, Jessica E. Kilday, Deborah Rivas-Drake, Allison M. Ryan, Adriana J. Umaña-Taylor

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 1/2021

Abstract

School belonging is a key indicator of students’ academic well-being that is threatened by adults’ and peers’ transgressions of discrimination. Moreover, the hierarchical power structure at school enables adults and peers to enact ethnic-racial discrimination differently, which is also more or less salient among Black, Asian American, and Latinx youth. Therefore, this study aimed to disentangle the links between adult and peer-perpetrated racial discrimination at school, five distinct coping strategies, and school belonging across ethnic-racial groups. Participants were 1686 students in grades 9–12. These results indicated that adolescents who reported peer discrimination also reported greater proactive and aggressive coping. Black youth who reported more adult discrimination also reported more proactive coping, whereas Asian and Latinx youth who reported more peer discrimination reported more proactive coping. Peer discrimination was indirectly associated with greater school belonging via proactive coping, whereas adult discrimination was directly and negatively related to belonging. These findings suggest that adolescents may be selecting to proactively cope when faced with the discrimination source they most often navigate.

vorige artikel Unpacking Racial/Ethnic Differences in the Associations between Neighborhood Disadvantage and Academic Achievement: Mediation of Future Orientation and Moderation of Parental Support

volgende artikel Popularity and Gender Prototypicality: An Experimental Approach

Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What schools need to know about fostering school belonging: a meta-analysis. Educational Psychology Review, 30, 1–34. https://doi.org/10.1007/s10648-016-9389-8.CrossRef

Alvarez, A. N., & Juang, L. P. (2010). Filipino Americans and racism: a multiple mediation model of coping. Journal of Counseling Psychology, 57(2), 167. https://doi.org/10.1037/a0019091.CrossRefPubMed

Ayón, C., Ojeda, I., & Ruano, E. (2018). Cultural socialization practices among Latino immigrant families within a restrictive immigration socio-political context. Children and Youth Services Review, 88, 57–65. https://doi.org/10.1016/j.childyouth.2018.02.042.CrossRef

Barnes, P. W., & Lightsey, Jr., O. R. (2005). Perceived racist discrimination, coping, stress, and life satisfaction. Journal of Multicultural Counseling and Development, 33(1), 48–61. https://doi.org/10.1002/j.2161-1912.2005.tb00004.x.CrossRef

Basáñez, T., Warren, M. T., Crano, W. D., & Unger, J. B. (2014). Perceptions of intragroup rejection and coping strategies: malleable factors affecting Hispanic adolescents’ emotional and academic outcomes. Journal of Youth and Adolescence, 43(8), 1266–1280. https://doi.org/10.1007/s10964-013-0062-ys.CrossRefPubMedPubMedCentral

Benjamins, M. R. (2013). Comparing measures of racial/ethnic discrimination, coping, and associations with health- related outcomes in a diverse sample. Journal of Urban Health, 90(5), 832–848. https://doi.org/10.1007/s11524-013-9787-x.CrossRefPubMedPubMedCentral

Benner, A. D., & Graham, S. (2011). Latino adolescents’ experiences of discrimination across the first 2 years of high school: correlates and influences on educational outcomes. Child Development, 82(2), 508–519. https://doi.org/10.1111/j.1467-8624.2010.01524.x.CrossRefPubMed

Benner, A. D., & Graham, S. (2013). The antecedents and consequences of racial/ethnic discrimination during adolescence: does the source of discrimination matter? Developmental Psychology, 49(8), 1602–1613. https://doi.org/10.1037/a0030557.CrossRefPubMed

Benner, A. D., & Wang, Y. (2017). Racial/ethnic discrimination and adolescents’ well‐being: The role of cross‐ethnic friendships and friends’ experiences of discrimination. Child Development, 88(2), 493–504. https://doi.org/10.1111/cdev.12606.CrossRefPubMed

Benner, A. D., Wang, Y., Shen, Y., Boyle, A. E., Polk, R., & Cheng, Y. P. (2018). Racial/ethnic discrimination and well-being during adolescence: a meta-analytic review. American Psychologist, 73(7), 855–883. https://doi.org/10.1037/amp0000204.CrossRef

Berkel, C., Knight, G. P., Zeiders, K. H., Tein, J. Y., Roosa, M. W., Gonzales, N. A., & Saenz, D. (2010). Discrimination and adjustment for Mexican American adolescents: a prospective examination of the benefits of culturally related values. Journal of Research on Adolescence, 20(4), 893–915. https://doi.org/10.1111/j.1532-7795.2010.00668.x.CrossRefPubMedPubMedCentral

Borders, A., & Liang, C. T. (2011). Rumination partially mediates the associations between perceived ethnic discrimination, emotional distress, and aggression. Cultural Diversity and Ethnic Minority Psychology, 17(2), 125. https://doi.org/10.1037/a0023357.CrossRefPubMed

Bottiani, J. H., Bradshaw, C. P., & Mendelson, T. (2017). A multilevel examination of racial disparities in high school discipline: black and white adolescents’ perceived equity, school belonging, and adjustment problems. Journal of Educational Psychology, 109(4), 532–545. https://doi.org/10.1037/edu0000155.CrossRef

Brittian, A. S., Toomey, R. B., Gonzales, N. A., & Dumka, L. E. (2013). Perceived discrimination, coping strategies, and Mexican origin adolescents’ internalizing and externalizing behaviors: Examining the moderating role of gender and cultural orientation. Applied Developmental Science, 17(1), 4–19. https://doi.org/10.1080/10888691.2013.748417.CrossRefPubMedPubMedCentral

Brown, C. S., & Chu, H. (2012). Discrimination, ethnic identity, and academic outcomes of Mexican immigrant children: the importance of school context. Child Development, 83(5), 1477–1485. https://doi.org/10.1111/j.1467-8624.2012.01786.x.CrossRefPubMed

Butler-Barnes, S. T., Cook, S., Leath, S., & Caldwell, C. (2018). Teacher-based racial discrimination: the role of racial pride and religiosity among African American and Caribbean Black adolescents. Race and Social Problems, 10(1), 30–41. https://doi.org/10.1007/s12552-017-9222-0.CrossRef

Byrd, C. M., & Carter Andrews, D. J. (2016). Variations in students’ perceived reasons for, sources of, and forms of in-school discrimination: a latent class analysis. Journal of School Psychology, 57, 1–14. https://doi.org/10.1016/j.jsp.2016.05.001.CrossRefPubMed

Cicognani, E. (2011). Coping strategies with minor stressors in adolescence: relationships with social support, selfefficacy, and psychological well‐being. Journal of Applied Social Psychology, 41(3), 559–578. https://doi.org/10.1111/j.1559-1816.2011.00726.x.CrossRef

Cillessen, A. H. N., Schwartz, D., & Mayeux, L. (2014). Popularity in the peer system. New York, NY: Guilford Publications.

Córdova, Jr, D., & Cervantes, R. C. (2010). Intergroup and within-group perceived discrimination among US-born and foreign-born Latino youth. Hispanic Journal of Behavioral Sciences, 32(2), 259–274. https://doi.org/10.1177/0739986310362371.CrossRef

Demanet, J., & Van Houtte, M. (2012). School belonging and school misconduct: the differing role of teacher and peer attachment. Journal of Youth and Adolescence, 41(4), 499–514. https://doi.org/10.1007/s10964-011-9674-2.CrossRefPubMed

Denson, T. F., Pedersen, W. C., Friese, M., Hahm, A., & Roberts, L. (2011). Understanding impulsive aggression: Angry rumination and reduced self-control capacity are mechanisms underlying the provocation-aggression relationship. Personality and Social Psychology Bulletin, 37(6), 850–862. https://doi.org/10.1177/0146167211401420.CrossRefPubMed

Edwards, L. M., & Romero, A. J. (2008). Coping with discrimination among Mexican descent adolescents. Hispanic Journal of Behavioral Sciences, 30(1), 24–39. https://doi.org/10.1177/0739986307311431.CrossRef

Espelage, D. L., Low, S. K., & Jimerson, S. R. (2014). Understanding school climate, aggression, peer victimization, and bully perpetration: contemporary science, practice, and policy. School Psychology Quarterly, 29(3), 233. https://doi.org/10.1037/spq0000090.CrossRefPubMed

Evans, C. B., Smokowski, P. R., Barbee, J., Bower, M., & Barefoot, S. (2016). Restorative justice programming in teen court: a path to improved interpersonal relationships and psychological functioning for high-risk rural youth. Journal of Rural Mental Health, 40(1), 15. https://doi.org/10.1037/rmh0000042.CrossRef

Fisher, C. B., Wallace, S. A., & Fenton, R. E. (2000). Discrimination distress during adolescence. Journal of Youth and Adolescence, 29(6), 679–695. https://doi.org/10.1023/A:1026455906512.CrossRef

Folkman, S. (2010). Stress, health, and coping: synthesis, commentary, and future directions. In The Oxford handbook of stress, health, and coping (pp. 453–462). Oxford, UK: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195375343.013.0022.

Folkman, S., & Lazarus, R. S. (1984). Stress, appraisal, and coping (pp. 150–153). New York: Springer Publishing Company.

Frydenberg, E. (2014). Coping research: historical background, links with emotion, and new research directions on adaptive processes. Australian Journal of Psychology, 66(2), 82–92. https://doi.org/10.1111/ajpy.12051.CrossRef

Garnett, B. R., Masyn, K. E., Austin, S. B., Williams, D. R., & Viswanath, K. (2015). Coping styles of adolescents experiencing multiple forms of discrimination and bullying: evidence from a sample of ethnically diverse urban youth. Journal of School Health, 85(2), 109–117. https://doi.org/10.1111/josh.12225.CrossRef

Gray, D. L., Hope, E. C., & Matthews, J. S. (2018). Black and belonging at school: a case for interpersonal, instructional, and institutional opportunity structures. Educational Psychologist, 53(2), 97–113. https://doi.org/10.1080/00461520.CrossRef

Green, M., Emery, A., Sanders, M., & Anderman, L. H. (2016). Another path to belonging: a case study of middle school students’ perspectives. The Educational and Developmental Psychologist, 33(1), 85–96. https://doi.org/10.1017/edp.2016.4.CrossRef

Griffin, C. B., Gray, D., Hope, E., Metzger, I. W., & Henderson, D. X. (2020). Do coping responses and racial identity promote school adjustment among black youth? Applying an equity-elaborated social–emotional learning lens. Urban Education. https://doi.org/10.1177/0042085920933346.

Griffith, A. N., Hurd, N. M., & Hussain, S. B. (2019). “I didn’t come to school for this”: a qualitative examination of experiences with race-related stressors and coping responses among Black students attending a predominantly White institution. Journal of Adolescent Research, 34(2), 115–139. https://doi.org/10.1177/0743558417742983.CrossRef

Hope, E. C., Skoog, A. B., & Jagers, R. J. (2015). “It’ll never be the white kids, it’ll always be us” black high school students’ evolving critical analysis of racial discrimination and inequity in schools. Journal of Adolescent Research, 30(1), 83–112. https://doi.org/10.1177/0743558414550688.CrossRef

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118.CrossRef

Huang, F. L., & Cornell, D. G. (2019). School teasing and bullying after the presidential election. Educational Researcher, 48(2), 69–83. https://doi.org/10.3102/0013189X18820291.CrossRef

Hughes, J. N., Im, M. H., & Allee, P. J. (2015). Effect of school belonging trajectories in grades 6–8 on achievement: Gender and ethnic differences. Journal of School Psychology, 53(6), 493–507. https://doi.org/10.1016/j.jsp.2015.08.001.CrossRefPubMedPubMedCentral

Juang, L. P., & Kiang, L. (2019). Racial discrimination and adjustment among Asian American youth: vulnerability and protective factors in the face of “Chinks”, “Dog-Eaters”, and “Jackie Chan”. In Handbook of children and prejudice (pp. 249–268). Cham: Springer.

Kawabata, Y., & Crick, N. R. (2013). Relational and physical aggression, peer victimization, and adjustment problems in Asian American and European American children. Asian American Journal of Psychology, 4(3), 211. https://doi.org/10.1037/a0031205.CrossRef

Kiefer, S. M., Alley, K. M., & Ellerbrock, C. R. (2015). Teacher and peer support for young adolescents’ motivation, engagement, and school belonging. RMLE Online; Westerville, 38(8), 1–18. https://doi.org/10.1080/19404476.2015.11641184.CrossRef

Kline, R. B. (2015). Principles and practice of structural equation modeling. New York, NY: Guilford Publications.

Lee, D. L., & Ahn, S. (2012). Discrimination against Latina/os: a meta-analysis of individual-level resources and outcomes. The Counseling Psychologist, 40(1), 28–65. https://doi.org/10.1177/0011000011403326.CrossRef

McDermott, E. R., Umaña-Taylor, A. J., & Zeiders, K. H. (2019). Profiles of coping with ethnic-racial discrimination and Latina/o adolescents’ adjustment. Journal of Youth and Adolescence, 48(5), 908–923. https://doi.org/10.1007/s10964-018-0958-7.CrossRefPubMed

McDermott, E. R., Umaña-Taylor, A. J., & Martinez-Fuentes, S. (2018). Measuring Latino adolescents’ coping with ethnic-racial discrimination. Journal of Psychoeducational Assessment. https://doi.org/10.1177/0734282918792384.

McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: evidence from the national longitudinal study of adolescent health. Journal of School Health, 72(4), 138–146. https://doi.org/10.1111/j.1746-1561.2002.tb06533.x.CrossRef

Neblett, E., Rivas-Drake, D., & Umaña-Taylor, A. (2012). The promise of racial and ethnic protective factors in promoting ethnic minority youth development. Child Development Perspectives, 6(3), 295–303. https://doi.org/10.1111/j.1750-8606.2012.00239.x.CrossRef

Neel, C. G. O., & Fuligni, A. (2013). A longitudinal study of school belonging and academic motivation across high school. Child Development, 84(2), 678–692. https://doi.org/10.1111/j.1467-8624.2012.01862.x.CrossRefPubMed

Niwa, E. Y., Way, N., & Hughes, D. L. (2014). Trajectories of ethnic-racial discrimination among ethnically diverse early adolescents: associations with psychological and social adjustment. Child Development, 85(6), 2339–2354. https://doi.org/10.1111/cdev.12310.CrossRefPubMed

Niwa, E. Y., Way, N., Qin, D. B., & Okazaki, S. (2011). Hostile hallways: Asian American adolescents’ experiences of peer discrimination in school. In F. T. L. Leon, F. T. Leong, L. Juang, & H. Fitzgerald (Eds.), Asian American and Pacific Islander children and mental health: development and context: prevention and treatment (pp. 193–217). Santa Barbara, U.S.: ABC-CLIO, LLC. http://ebookcentral.proquest.com/lib/umichigan/detail.action?docID=690532.

Raufelder, D., Bukowski, W. M., & Mohr, S. (2013a). Thick description of the teacher-student relationship in the educational context of school: results of an ethnographic field study. Journal of Education and Training Studies, 1(2), 1–18. https://doi.org/10.11114/jets.v1i2.108.CrossRef

Raufelder, D., Kittler, F., Braun, S. R., Lätsch, A., Wilkinson, R. P., & Hoferichter, F. (2013b). The interplay of perceived stress, self-determination and school engagement in adolescence. School Psychology International, 35(4), 405–420.CrossRef

Rodkin, P. C., & Ryan, A. M. (2012). Child and adolescent peer relations in educational context. In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds), APA handbooks in psychology. APA educational psychology handbook, vol. 2. Individual differences and cultural and contextual factors (pp. 363–389). Washington, DC: American Psychological Association. https://doi.org/10.1037/13274-015.

Romero, A. J., Gonzalez, H., & Smith, B. A. (2015). Qualitative exploration of adolescent discrimination: Experiences and responses of Mexican-American parents and teens. Journal of Child and Family Studies, 24(6), 1531–1543. https://doi.org/10.1007/s10826-014-9957-9.CrossRef

Romero, A. J., Edwards, L. M., Fryberg, S. A., & Orduña, M. (2014). Resilience to discrimination stress across ethnic identity stages of development. Journal of Applied Social Psychology, 44(1), 1–11. https://doi.org/10.1111/jasp.12192.CrossRef

Schmitt, N., & Kuljanin, G. (2008). Measurement invariance: review of practice and implications. Human Resource Management Review, 18(4), 210–222. https://doi.org/10.1016/j.hrmr.2008.03.003.CrossRef

Scott, L. D., & House, L. E. (2005). Relationship of distress and perceived control to coping with perceived racial discrimination among Black youth. Journal of Black Psychology, 31(3), 254–272. https://doi.org/10.1177/0095798405278494.CrossRef

Scott, J. C., Pinderhughes, E. E., & Johnson, S. K. (2019). How does racial context matter?: family preparation‐for‐bias messages and racial coping reported by black youth. Child Development, 91(5), 1471–1490. https://doi.org/10.1111/cdev.13332.

Seaton, E. K., & Douglass, S. (2014). School diversity and racial discrimination among African-American adolescents. Cultural Diversity and Ethnic Minority Psychology, 20(2), 156. https://doi.org/10.1037/a0035322.CrossRefPubMed

Seaton, E. K., Upton, R., Gilbert, A., & Volpe, V. (2014). A moderated mediation model: racial discrimination, coping strategies, and racial identity among black adolescents. Child Development, 85(3), 882–890. https://doi.org/10.1111/cdev.12122.CrossRefPubMed

Shin, J. Y., D’Antonio, E., Son, H., Kim, S. A., & Park, Y. (2011). Bullying and discrimination experiences among Korean-American adolescents. Journal of Adolescence, 34(5), 873–883. https://doi.org/10.1016/j.adolescence.2011.01.004.CrossRefPubMed

Singh, K., Chang, M., & Dika, S. (2010). Ethnicity, self-concept, and school belonging: effects on school engagement. Educational Research for Policy and Practice, 9(3), 159–175. https://doi.org/10.1007/s10671-010-9087-0.CrossRef

Sladek, M. R., Umaña-Taylor, A. J., McDermott, E. R., Rivas-Drake, D., & Martinez-Fuentes, S. (2020). Testing invariance of ethnic-racial discrimination and identity measures for adolescents across ethnic-racial groups and contexts. Psychological Assessment, 32(6), 509–526.CrossRef

Slaten, C. D., Ferguson, J. K., Allen, K.-A., Brodrick, D.-V., & Waters, L. (2016). School belonging: a review of the history, current trends, and future directions. The Educational and Developmental Psychologist, 33(1), 1–15. https://doi.org/10.1017/edp.2016.6.CrossRef

Sullivan, T. N., Farrell, A. D., & Kliewer, W. (2006). Peer victimization in early adolescence: association between physical and relational victimization and drug use, aggression, and delinquent behaviors among urban middle school students. Development and Psychopathology, 18(1), 119–137. https://doi.org/10.1017/S095457940606007X.CrossRefPubMed

Thompson, T. L., Kiang, L., & Witkow, M. (2016). “You’re Asian; you’re supposed to be smart”: adolescents’ experiences with the model minority stereotype and longitudinal links with identity. Asian American Journal of Psychology, 7(2), 108–119. https://doi.org/10.1037/aap0000038.CrossRef

Tian, L., Zhang, L., Huebner, E. S., Zheng, X., & Liu, W. (2016). The longitudinal relationship between school belonging and subjective well-being in school among elementary school students. Applied Research in Quality of Life, 11(4), 1269–1285. https://doi.org/10.1007/s11482-015-9436-5.CrossRef

Umaña-Taylor, A. J. (2018). Intervening in cultural development: the case of ethnic–racial identity. Cultural Development and Psychopathology, 30(5), 1907–1922. https://doi.org/10.1017/S0954579418000974.CrossRefPubMed

Umaña-Taylor, A. J., Vargas-Chanes, D., Garcia, C. D., & Gonzales-Backen, M. (2008). A longitudinal examination of Latino adolescents’ ethnic identity, coping with discrimination, and self-esteem. The Journal of Early Adolescence, 28(1), 16–50. https://doi.org/10.1177/0272431607308666.CrossRef

Voight, A., Hanson, T., O’Malley, M., & Adekanye, L. (2015). The racial school climate gap: within-school disparities in students’ experiences of safety, support, and connectedness. American Journal of Community Psychology, 56(3–4), 252–267.CrossRef

Wang, C., & Atwal, K. (2015). School climate, discrimination, and depressive symptoms among Asian American adolescents. Contemporary School Psychology, 19(3), 205–217. https://doi.org/10.1007/s40688-014-0040-8.CrossRef

Whaley, A. L., & Noel, L. T. (2013). Academic achievement and behavioral health among Asian American and African American adolescents: testing the model minority and inferior minority assumptions. Social Psychology of Education, 16(1), 23–43. https://doi.org/10.1007/s11218-012-9206-2.CrossRef

Yoo, H. C., & Lee, R. M. (2005). Ethnic identity and approach-type coping as moderators of the racial discrimination/well-being relation in Asian Americans. Journal of Counseling Psychology, 52(4), 497. https://doi.org/10.1037/0022-0167.52.4.497.CrossRef

Yoo, H. C., Miller, M. J., & Yip, P. (2015). Validation of the internalization of the Model Minority Myth Measure (IM-4) and its link to academic performance and psychological adjustment among Asian American adolescents. Cultural Diversity and Ethnic Minority Psychology, 21(2), 237. https://doi.org/10.1037/a0037648.CrossRefPubMed

Titel: Coping with Discrimination from Peers and Adults: Implications for Adolescents’ School Belonging
Auteurs: Jessica P. Montoro
Jessica E. Kilday
Deborah Rivas-Drake
Allison M. Ryan
Adriana J. Umaña-Taylor
Publicatiedatum: 02-12-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 1/2021
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-020-01360-5

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 1/2021

Food Insecurity and Adolescent Psychosocial Adjustment: Indirect Pathways through Caregiver Adjustment and Caregiver–Adolescent Relationship Quality

Risk and Protective Factors for Prospective Changes in Adolescent Mental Health during the COVID-19 Pandemic

Unpacking Racial/Ethnic Differences in the Associations between Neighborhood Disadvantage and Academic Achievement: Mediation of Future Orientation and Moderation of Parental Support

Nishaun T. Battle: Black Girlhood, Punishment, and Resistance: Reimagining Justice for Black Girls in Virginia

The Journal of Youth and Adolescence at 50: Completing the Move Toward a Curator Model of Editing

Monique W. Morris: Pushout: The Criminalization of Black Girls in Schools