Ethnic-racial socialization practices, gender, and academic achievement among high school adolescents
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Date
2020-01-01
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Department
Psychology
Program
Psychology
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Access limited to the UMBC community. Item may possibly be obtained via Interlibrary Loan thorugh a local library, pending author/copyright holder's permission.
This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by UMBC for non-commercial research and education. For permission to publish or reproduce, please see http://aok.lib.umbc.edu/specoll/repro.php or contact Special Collections at speccoll(at)umbc.edu
This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by UMBC for non-commercial research and education. For permission to publish or reproduce, please see http://aok.lib.umbc.edu/specoll/repro.php or contact Special Collections at speccoll(at)umbc.edu
Abstract
Academic achievement is an important determinant of adolescent outcomes (Skinner, McHale, Wood, & Telfer, 2018). Moreover, parents sometimes engage in ethnic-racial socialization (ERS) practices in an effort to increase youth'sself-esteem, and ERS practices have been found to have implications for youth'sacademic achievement. The current study explored how parents? ERS practices, such as preparation for bias, promotion of mistrust, and cultural socialization were associated with subsequent academic achievement among African American, Asian American, Latinx, and European American adolescent boys and girls. A total of 370 adolescents from waves 1 (T1) and 2 (T2) were recruited to the Philadelphia Adolescent Life Study (PALS). Results revealed significant racial/ethnic group differences and gender similarities in ERS practices. Yet, ERS did not predict youth'sacademic achievement; neither gender nor the interaction between gender and race/ethnicity moderated that link. Future studies should continue to explore the role of socio-cultural factors on youth'sachievement.