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Perceived discrimination, racial/eth...

Borsato, Graciela Nora.

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Perceived discrimination, racial/ethnic identity, and adjustment among Asian American and Latino early adolescents.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Perceived discrimination, racial/ethnic identity, and adjustment among Asian American and Latino early adolescents./
作者:	Borsato, Graciela Nora.
面頁冊數:	161 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-05, Section: B, page: 3293.
Contained By:	Dissertation Abstracts International69-05B.
標題:	Psychology, Developmental. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3313536
ISBN:	9780549623014

Perceived discrimination, racial/ethnic identity, and adjustment among Asian American and Latino early adolescents.
Borsato, Graciela Nora.

Perceived discrimination, racial/ethnic identity, and adjustment among Asian American and Latino early adolescents. - 161 p.

Source: Dissertation Abstracts International, Volume: 69-05, Section: B, page: 3293.

Thesis (Ph.D.)--Stanford University, 2008.

Accumulating evidence suggests that minority adolescents experience situations in their everyday lives that they interpret as discriminatory. What are the implications of perceiving discrimination for the psychosocial adjustment and academic performance of these youngsters? Empirical research examining racial/ethnic discrimination from the target's perspective is scarce, has focused for the most part on African Americans, and has used older adolescents and adults as participants. This study seeks to help fill this gap by examining perceptions of discrimination among early adolescents of Asian American and Latino descent. Based on past research, perceived discrimination is conceptualized as a risk factor for negative outcomes and racial/ethnic identity as a resilience factor.

ISBN: 9780549623014Subjects--Topical Terms:

1017557
Psychology, Developmental.

Perceived discrimination, racial/ethnic identity, and adjustment among Asian American and Latino early adolescents.
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245 1 0 $a Perceived discrimination, racial/ethnic identity, and adjustment among Asian American and Latino early adolescents.
300 $a 161 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-05, Section: B, page: 3293.
500 $a Adviser: Amado Padilla.
502 $a Thesis (Ph.D.)--Stanford University, 2008.
520 $a Accumulating evidence suggests that minority adolescents experience situations in their everyday lives that they interpret as discriminatory. What are the implications of perceiving discrimination for the psychosocial adjustment and academic performance of these youngsters? Empirical research examining racial/ethnic discrimination from the target's perspective is scarce, has focused for the most part on African Americans, and has used older adolescents and adults as participants. This study seeks to help fill this gap by examining perceptions of discrimination among early adolescents of Asian American and Latino descent. Based on past research, perceived discrimination is conceptualized as a risk factor for negative outcomes and racial/ethnic identity as a resilience factor.
520 $a Participants in this cross-sectional study were 409 students (96 Asian Americans, 126 Latinos, and 187 Whites) attending 7th and 8th grade at a public junior-high school located in Northern California. Students were asked to complete an anonymous questionnaire assessing whether they had ever experienced stressful events that they interpreted as connected to their race or ethnicity. They also answered demographic background questions and completed measures of racial/ethnic identity, depressive symptomatology, problem behaviors (drug use, delinquency, and physical aggression), and academic motivation and achievement.
520 $a Overall, the results indicated that, in spite of their young age, many of the participants had already experienced one or more situations that they perceived as racial/ethnic discrimination. As predicted, White youth reported lower levels of stress associated with perceived racial/ethnic discrimination than their Asian American and Latino peers. In addition, perceived discrimination by adults was highest for Latino adolescents, while perceived discrimination by peers was especially salient for Asian Americans.
520 $a Also as predicted, perceived discrimination emerged as a risk factor for psychosocial and academic outcomes. Both peer discrimination and adult discrimination significantly predicted depressive symptoms and physical aggression. In addition, peer discrimination emerged as a significant predictor of delinquency and adult discrimination as a significant predictor of drug use. In the academic domain, peer discrimination negatively predicted motivation, while adult discrimination negatively predicted student grades. The different patterns of association between adjustment outcomes on the one hand, and peer and adult discrimination on the other, underscore the need for considering both forms of racial/ethnic discrimination in future studies.
520 $a The results obtained in this study also suggest that peer discrimination contributes to explain the difference in depression symptomatology found between Whites and Latinos and between Whites and Asian Americans. The results also lend support to a mediating role of adult discrimination relative to the academic achievement gap between Whites and Latinos. Evidence indicates that adolescents experience events that they interpret as discriminatory and that perceived discrimination constitutes a risk factor for their adjustment. Perceived discrimination has not, however, been investigated as a potential underlying cause for the differences between majority and minority adolescents in a variety of developmental domains. Future research should address this oversight.
520 $a Finally, with regard to racial/ethnic identity, high private regard (a positive connection to one's racial/ethnic group) emerged as a resilience factor only for depressive symptoms and academic motivation. Public regard (the extent to which individuals feel that others view one's racial/ethnic group positively or negatively) was significantly associated only with school importance, with perception that one's group is valued in society predicting a stronger belief that school is important. These findings were unexpected in that, contrary to what was predicted, racial/ethnic identity did not play a compensatory/buffering role relative to problem behaviors and GPA. Racial/ethnic identity has emerged as a resilience factor in previous research conducted with older adolescents and adults. The results obtained in this study, however, suggest that the protective or buffering role of racial/ethnic identity may not be fully activated with a younger sample, making these children particularly vulnerable to the potentially negative impact of perceived discrimination.
520 $a The prevalence of perceived discrimination and its status as a risk factor for negative developmental outcomes calls attention to the need for effective school-based interventions to reduce racial/ethnic stereotyping and prejudice. Racial stereotyping and prejudice are very pervasive among children and very difficult to change. Recent scholarship suggests that the use and integration of a variety of theoretical approaches and the consideration of the ecology of the school (e.g., racial/ethnic composition) are critical in the design of effective interventions.
590 $a School code: 0212.
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Hispanic American Studies. $3 1017793
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710 2 $a Stanford University. $3 754827
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