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11-01-2022 | Original Paper

Simply Put, I’m Tired: Efficacy to Combat Racism among African American Adolescent Boys and Girls

Auteurs: Phylicia C. Allen, Sheretta T. Butler-Barnes, Helen Robinson, Ashley Jackson

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 2/2022

Abstract

This study examined the mediating role of self-efficacy to combat racism on the effect of school-based racial discrimination and African American adolescents’ racialized educational beliefs. Our study analyzed data from a total of 525 African American adolescents’ boys (N = 256) and girls (N = 269). For African American boys and girls, teacher racial discrimination was associated with racialized educational beliefs, conceptualized by how hard African American adolescents believe they have to work in a school-based on their race. The results further revealed that for African American boys’ self-efficacy to combat racial discrimination in school mediated the relationship between teacher and peer racial discrimination and racialized educational beliefs. However, for African American girls’ self-efficacy to combat racial discrimination mediated the relationship between peer racial discrimination and racialized educational beliefs. The results did illustrate that feeling less self-efficacious to combat racial discrimination was associated with endorsing racialized educational beliefs for African American girls and boys. Research and practice implications are provided as well as the importance of considering gender differences amongst African American adolescents.

vorige artikel Parents’ Experiences of Discrimination and Children’s Depressive Symptoms: Evidence from China

volgende artikel Low-Income Mothers’ and Fathers’ Cognitive Stimulation During Early Childhood and Child Vocabulary at Age 9

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Titel: Simply Put, I’m Tired: Efficacy to Combat Racism among African American Adolescent Boys and Girls
Auteurs: Phylicia C. Allen
Sheretta T. Butler-Barnes
Helen Robinson
Ashley Jackson
Publicatiedatum: 11-01-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 2/2022
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-021-02190-0

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