Disproportionate School Punishment and Significant Life Outcomes: A Prospective Analysis of Black Youths

2021 ◽  
pp. 095679762199830
Author(s):  
Edith Chen ◽  
Gene H. Brody ◽  
Tianyi Yu ◽  
Lauren C. Hoffer ◽  
Aubrey Russak-Pribble ◽  
...  
Keyword(s):  
Black Students ◽  
Adult Life ◽  
Self Control ◽  
Life Outcomes ◽  
Racial Inequalities ◽  
Academic Orientation ◽  
Black And White ◽  
The Face ◽  
Significant Life ◽  
Higher Educational Attainment

This study tested relationships between racial inequalities in the school system—specifically, the disproportionate punishment of Black students—and life outcomes for Black youths, along with moderating psychological factors. In an 18-year longitudinal study of 261 Black youths (ages 11–29), we investigated whether adult life outcomes varied as a function of adolescent self-control and academic achievement. We tested whether relationships were moderated by the racial climates of the high schools that youths attended, using administrative data on relative punishment rates of Black and White students. Among Black youths who attended schools that disproportionately punished Black students, high self-control in early adolescence presaged higher academic orientation in late adolescence, which in turn predicted higher educational attainment, higher income, and better mental health in adulthood. However, among these same youths, higher academic orientation forecasted higher adult insulin resistance, a key process in cardiometabolic disease. These findings suggest that achieving successes in life in the face of racial inequalities may come at a physical health cost for Black youths.

Inhibition tasks are not associated with self-regulation outcomes in healthy college students

2019 ◽  
Author(s):  
Curtis David Von Gunten ◽  
Bruce D Bartholow ◽  
Jorge S. Martins
Keyword(s):  
Latent Variable ◽  
Convergent Validity ◽  
Self Regulation ◽  
Poor Performance ◽  
Self Control ◽  
Self Report ◽  
Life Outcomes ◽  
Variable Level ◽  
Cast Doubt ◽  
The Individual

Executive functioning (EF) is defined as a set of top-down processes used in reasoning, forming goals, planning, concentrating, and inhibition. It is widely believed that these processes are critical to self-regulation and, therefore, that performance on behavioral task measures of EF should be associated with individual differences in everyday life outcomes. The purpose of the present study was to test this core assumption, focusing on the EF facet of inhibition. A sample of 463 undergraduates completed five laboratory inhibition tasks, along with three self-report measures of self-control and 28 self-report measures of life outcomes. Results showed that although most of the life outcome measures were associated with self-reported self-control, none of the life outcomes were associated with inhibition task performance at the latent-variable level, and few associations were found at the individual task level. These findings challenge the criterion validity of lab-based inhibition tasks. More generally, when considered alongside the known lack of convergent validity between inhibition tasks and self-report measures of self-control, the findings cast doubt on the task’s construct validity as measures of self-control processes. Potential methodological and theoretical reasons for the poor performance of laboratory-based inhibition tasks are discussed.

Race and Cultural Flexibility among Students in Different Multiracial Schools

2010 ◽  
Vol 112 (6) ◽  
pp. 1529-1574 ◽  
Author(s):  
Prudence L. Carter
Keyword(s):  
Black Students ◽  
White Students ◽  
Research Question ◽  
Mixed Race ◽  
Interview Data ◽  
Black And White ◽  
Cultural Flexibility ◽  
White School ◽  
Southern City ◽  
The Impact

Background/Context One of the most critical functions of a well-integrated school is the development of “culturally flexible” students who, over the course of their social development, effectively navigate diverse social environs such as the workplace, communities, and neighborhoods. Most studies, albeit with some exceptions, have investigated the impact of desegregation on short- and long-term gains in achievement and attainment, as opposed to its impact on intergroup relations. Mixed-race schools are vital not only for bolstering achievement outcomes of previously disadvantaged students but also for promoting social cohesion in a diverse society. Purpose/Objective/Research Question/Focus of Study Specifically, this article examines the difference in cultural flexibility between black and white students enrolled in schools with different racial and ethnic compositions. Cultural flexibility is defined as the propensity to value and move across different cultural and social peer groups and environments. Furthermore, this article provides some insight into how students in different mixed-race and desegregated educational contexts experience their school's social organization and cultural environments, which influence their interactions and academic behaviors. Setting The study was conducted over a 6-month period in four high schools: a majority-minority school and a majority-white school located in a northeastern city, and a majority-minority school and a majority-white school located in a southern city. Research Design Survey data were gathered from a randomly stratified sample of 471 Black and White students attending. In addition, ethnographic notes from weeks of school observations and transcribed interview data from 57 group interviews conducted in the four schools with students in Grades 9–12 complemented the survey research. Data Collection and Analysis Findings reveal significant associations among self-esteem, academic and extracurricular placement, and cultural flexibility for black students. Also, black students in majority-minority schools scored significantly higher on the cultural flexibility scale than those in majority-white schools. Among white students, regional location and academic placement showed statistically significant associations with cultural flexibility. The ethnographic and interview data further explicate why these patterns occurred and illuminate how certain school contextual factors are likely linked to students’ cultural flexibility. Overall, this study's findings highlight some connections between student and school behaviors as they pertain to both students’ and educators’ willingness and ability to realize the visions of racial and ethnic integration wholly.

Black and White College Women's Perceptions of Early Maternal Employment

1994 ◽  
Vol 18 (3) ◽  
pp. 427-431 ◽  
Author(s):  
Judith S. Bridges ◽  
Claire Etaugh
Keyword(s):  
Black Students ◽  
Maternal Employment ◽  
Female Students ◽  
Role Integration ◽  
Black And White ◽  
Women’S Perceptions ◽  
One Year ◽  
White College

Black ( n = 89) and White ( n = 121) female students rated their perceptions of the mother of a one-year-old infant as a function of the mother's race (Black/White) and employment role (employment/nonemployment after the birth of her child). Results showed that White, compared to Black, students anticipated comparatively more role-related costs for the employed than the nonemployed mothers. Furthermore, Blacks, but not Whites, expected more role-related emotional rewards for the employed than the nonemployed mothers. The data are linked to previous findings concerning Whites' and Blacks' attitudes toward role integration.

Self-Control and Academic Achievement

2019 ◽  
Vol 70 (1) ◽  
pp. 373-399 ◽  
Author(s):  
Angela L. Duckworth ◽  
Jamie L. Taxer ◽  
Lauren Eskreis-Winkler ◽  
Brian M. Galla ◽  
James J. Gross
Keyword(s):  
Academic Achievement ◽  
Process Model ◽  
Self Control ◽  
Academic Goals ◽  
Course Grades ◽  
Long Run ◽  
The Face ◽  
Standardized Achievement Tests ◽  
And Performance ◽  
The Moment

Self-control refers to the alignment of thoughts, feelings, and actions with enduringly valued goals in the face of momentarily more alluring alternatives. In this review, we examine the role of self-control in academic achievement. We begin by defining self-control and distinguishing it from related constructs. Next, we summarize evidence that nearly all students experience conflict between academic goals that they value in the long run and nonacademic goals that they find more gratifying in the moment. We then turn to longitudinal evidence relating self-control to academic attainment, course grades, and performance on standardized achievement tests. We use the process model of self-control to illustrate how impulses are generated and regulated, emphasizing opportunities for students to deliberately strengthen impulses that are congruent with, and dampen impulses that are incongruent with, academic goals. Finally, we conclude with future directions for both science and practice.

Exploring Potential Protective Factors for the Relationship between Low Self-Control in Adolescence and Negative Health Outcomes in Adulthood

2020 ◽  
pp. 0306624X2093144
Author(s):  
Cashen M. Boccio
Keyword(s):  
Health Outcomes ◽  
Protective Factors ◽  
Health Problems ◽  
Self Control ◽  
Life Outcomes ◽  
Criminal Involvement ◽  
Low Levels ◽  
Low Self Control ◽  
The Relationship

Previous research links low levels of self-control with criminal involvement and negative life outcomes. A similar line of inquiry has begun to explore whether low levels of self-control are also associated with developing health problems in adulthood. This paper extends this research by examining associations between adolescent levels of self-control and four different categories of health outcomes in adulthood. In addition, this study examines whether associations between adolescent levels of low self-control and health outcomes in adulthood are moderated by environmental protective factors. The results reveal that low levels of self-control in adolescence are consistently associated with reporting more health problems. In addition, some evidence emerged in support of the role of environmental protective factors in buffering the risk of developing health problems conferred by low levels of self-control in adolescence.

scholarly journals “The Show Is Not about Race’”: Custom, Screen Culture, and the Black and White Minstrel Show

2020 ◽  
Vol 59 (4) ◽  
pp. 857-884
Author(s):  
Christine Grandy
Keyword(s):  
Critical Race Theory ◽  
Racial Discrimination ◽  
Color Blindness ◽  
Black Press ◽  
Black And White ◽  
Feature Films ◽  
Screen Content ◽  
The Press ◽  
The Face ◽  
Simultaneous Existence

AbstractIn 1967, when the BBC was faced with a petition by the Campaign Against Racial Discrimination requesting an end to the televised variety program the Black and White Minstrel Show (1958–1978), producers at the BBC, the press, and audience members collectively argued that the historic presence of minstrelsy in Britain rendered the practice of blacking up harmless. This article uses critical race theory as a useful framework for unpacking defenses that hinged on both the color blindness of white British audiences and the simultaneous existence of wider customs of blacking up within British television and film. I examine a range of “screen culture” from the 1920s to the 1970s, including feature films, home movies, newsreels, and television, that provide evidence of the existence of blackface as a type of racialized custom in British entertainment throughout this period. Efforts by organizations such as the Campaign Against Racial Discrimination, black press publications like Flamingo, and audiences of color to name blacking up and minstrelsy as racist in the late 1960s were met by fierce resistance from majority white audiences and producers, who denied their authority to do so. Concepts of color blindness or “racial innocence” thus become a useful means of examining, first, the wide-ranging existence of blacking-up practices within British screen culture; second, a broad reluctance by producers and the majority of audiences to identify this as racist; and third, the exceptional role that race played in characterizations of white audiences that were otherwise seen as historically fragile and impressionable in the face of screen content.

Intellectual Characteristics of Successful, Dropout, and Probationary Black and White University Students

1974 ◽  
Vol 34 (3) ◽  
pp. 951-953 ◽  
Author(s):  
R. E. Pandey
Keyword(s):  
University Students ◽  
Black Students ◽  
Significant Interaction ◽  
Verbal Comprehension ◽  
Black And White ◽  
Significant Difference ◽  
Intellectual Characteristics ◽  
Numerical Operations

Performance on Verbal Comprehension, General Reasoning, and Numerical Operations tests of 350 freshmen: “good,” dropout, and probationary, was studied. Analyses of variance did not yield significant status effects over the three tests, but a significant interaction of race and status was found for Verbal Comprehension scores. Whites did not differ over status categories, but there was a significant difference in favor of the “good” black students compared with those on probation. Black dropouts performed as well as “good” black students.

scholarly journals Ability of Children with Learning Disabilities and Children with Autism Spectrum Disorder to Recognize Feelings from Facial Expressions and Body Language

2018 ◽  
Vol 8 (2) ◽  
pp. 10 ◽  
Author(s):  
Alev Girli ◽  
Sıla Doğmaz
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Disabilities ◽  
Facial Expressions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Body Language ◽  
The Body ◽  
Spectrum Disorder ◽  
Black And White ◽  
The Face

In this study, children with learning disability (LD) were compared with children with autism spectrum disorder(ASD) in terms of identifying emotions from photographs with certain face and body expressions. The sampleconsisted of a total of 82 children aged 7-19 years living in Izmir in Turkey. A total of 6 separate sets of slides,consisting of black and white photographs, were used to assess participants’ ability to identify feelings – 3 sets forfacial expressions, and 3 sets for body language. There were 20 photographs on the face slides and 38 photographson the body language slides. The results of the nonparametric Mann Whitney-U test showed no significant differencebetween the total scores that children received from each of the face and body language slide sets. It was observedthat the children with LD usually looked at the whole photo, while the children with ASD focused especially aroundthe mouth to describe feelings. The results that were obtained were discussed in the context of the literature, andsuggestions were presented.

Cognitive control in altruism and self-control: A social cognitive neuroscience perspective

2002 ◽  
Vol 25 (2) ◽  
pp. 260-260
Author(s):  
Jeremy R. Gray ◽  
Todd S. Braver
Keyword(s):  
Prefrontal Cortex ◽  
Cognitive Control ◽  
Cognitive Neuroscience ◽  
Executive Control ◽  
Dual Task ◽  
Social Cognitive ◽  
Self Control ◽  
Top Down ◽  
Social Cognitive Neuroscience ◽  
The Face

The primrose path and prisoner's dilemma paradigms may require cognitive (executive) control: The active maintenance of context representations in lateral prefrontal cortex to provide top-down support for specific behaviors in the face of short delays or stronger response tendencies. This perspective suggests further tests of whether altruism is a type of self-control, including brain imaging, induced affect, and dual-task studies.

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