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Gepubliceerd in: Journal of Youth and Adolescence 2/2009

01-02-2009 | Empirical Research

Race, Context, and Privilege: White Adolescents’ Explanations of Racial-ethnic Centrality

Auteurs: Jennifer M. Grossman, Linda Charmaraman

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 2/2009

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Abstract

This mixed-methods exploratory study examined the diverse content and situated context of White adolescents’ racial-ethnic identities. The sample consisted of 781 9th–12th grade White adolescents from three New England schools, which varied in racial and economic make-up. Open-ended responses provided a range of thematic categories regarding the importance of race-ethnicity to the adolescents’ identities, representing the diverse ideologies of White adolescents’ explanations, ranging from colorblind claims to ethnic pride. This study also found significant relationships between racial-ethnic identity importance (centrality) and parents’ education for White adolescents. These findings highlight the diversity of White adolescents’ understanding of their racial-ethnic identities and the importance of context in shaping racial-ethnic centrality.
Voetnoten
1
The measurement model for parental education was fit within the context of the full regression model. This strategy yields a fully identified measurement model. Further, embedding the measurement model in the context of the substantive model allows us to appropriately handle missing data in education variables via full information maximum likelihood estimation (FIML). In other words, rather than dropping individuals from the analysis by means of listwise deletion and running the risk of a biased sample, information from the responses from all the variables in the model are used to estimate unbiased regression parameters in the presence of missing data in the full sample.
 
2
For the quantitative data analysis, we used the Mplus statistical software (Version 5.0; Muthén and Muthén, 1998–2008) to fit our multiple regression analysis. With the Mplus software, it is possible to account for missing data in the dependent variable using full-information maximum likelihood estimation, accommodate the clustered sampling design, and appropriately specify and model non-normally distributed variables.
 
3
We explored the possibility that there was a moderating effect between parent education and schools minority/majority composition in predicting racial/ethnic centrality by including a product term in the analysis. This model yielded no significant interaction effect so the product term was dropped from the regression model.
 
4
Because the education variables are specified as censored from above, no standardized fit indices (e.g., χ2 statistic, CFI, RMSEA, etc.), regression parameters, or effect sizes (R 2) are available. However, ignoring the censoring of these variables violates the assumption of multivariate normality. Sensitivity analyses were conducted in a normal theory framework and the results were similar but standard errors were larger.
 
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Metagegevens
Titel
Race, Context, and Privilege: White Adolescents’ Explanations of Racial-ethnic Centrality
Auteurs
Jennifer M. Grossman
Linda Charmaraman
Publicatiedatum
01-02-2009
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 2/2009
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-008-9330-7

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