Racial Discrimination Stress, School Belonging, and School Racial Composition on Academic Attitudes and Beliefs among Black Youth

It is important to consider racialized experiences and proximal indicators of academic success for Black youth when understanding the achievement gap. Acknowledging that racial discrimination is detrimental for the academic success of Black youth, this study extended previous research by examining the influence of racial discrimination stress. Using hierarchical regression analysis and a moderated moderation model, this study examined racial discrimination stress and school belonging as predictors of academic attitudes and beliefs among 344 Black youth (M age = 15.6). Additionally, we examined the interactive effects of school belonging as a buffer for racial discrimination stress, with particular focus on majority White schools. Analyses revealed that school belonging was linked with academic competence, academic efficacy, and academic skepticism. Furthermore, school belonging buffered the impact of racial discrimination stress on academic efficacy among Black youth in majority White schools. These findings highlight the co-occurrence of risk and protective factors among Black youth and demonstrate the additive influence of school racial composition on academic attitudes and beliefs. The practical and theoretical implications of these findings demonstrate the crucial role of school context in understanding risk and protective factors for the academic attitudes and beliefs of Black youth.

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Supplemental Material for Chinese American Adolescents’ Experiences of COVID-19 Racial Discrimination: Risk and Protective Factors for Internalizing Difficulties

Cultural Diversity & Ethnic Minority Psychology ◽

10.1037/cdp0000498.supp ◽

2021 ◽

Keyword(s):

Protective Factors ◽

Racial Discrimination ◽

Chinese American ◽

Risk And Protective Factors ◽

Internalizing Difficulties ◽

Chinese American Adolescents

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Risk and protective factors for anxiety impacting academic performance in post-secondary students

Canadian Journal of Higher Education ◽

10.47678/cjhe.v50i2.188715 ◽

2020 ◽

Vol 50 (2) ◽

pp. 71-88

Author(s):

Konrad T. Lisnyj ◽

Regan Russell ◽

Andrew Papadopoulos

Keyword(s):

Academic Performance ◽

Academic Success ◽

Protective Factors ◽

Secondary Students ◽

Protective Factor ◽

Risk And Protective Factors ◽

Survey Study ◽

Post Secondary ◽

Post Secondary Institution ◽

Significant Factors

This survey study measured the association between risk and protective factors of anxiety and its implications on the academic performance of 1,053 students at a four-year, public post-secondary institution in southwestern Ontario. Logistic regression analyses revealed 13 significant variables at the univariable level, while the multivariable model yielded seven significant factors. Students who felt hopeless significantly increased their odds of reporting anxiety adversely affecting their academic performance, while being able to manage daily responsibilities was the only protective factor against anxiety impacting students’ educational attainment. By planning, designing, and implementing proactive programs focusing on thesepredictor variables, such interventions can equip students against the debilitative influence of anxiety on their academic success.

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Risk and Protective Factors for Suicide in Black Youth

Handbook of Youth Suicide Prevention ◽

10.1007/978-3-030-82465-5_17 ◽

2021 ◽

pp. 279-294

Author(s):

Sherry Davis Molock ◽

Makiko Watanabe ◽

Ariel P. Smith ◽

Amrisha Prakash ◽

David W. Hollingsworth

Keyword(s):

Protective Factors ◽

Black Youth ◽

Risk And Protective Factors

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Regional Collectivism in Appalachia and Academic Attitudes

Cross-Cultural Research ◽

10.1177/1069397111403396 ◽

2011 ◽

Vol 45 (4) ◽

pp. 376-398 ◽

Cited By ~ 6

Author(s):

Jonathan S. Gore ◽

Kristina R. Wilburn ◽

Jodi Treadway ◽

Victoria Plaut

Keyword(s):

Academic Performance ◽

Academic Success ◽

General Population ◽

Cultural Values ◽

Regional Differences ◽

School Connectedness ◽

Cross Cultural ◽

Regression Analyses ◽

Academic Efficacy ◽

Academic Attitudes

Prior research on Appalachian students has noted key differences in academic performance compared to the general population, but few researchers have examined the influence of cultural values on academic attitudes. The current study tested the hypothesis that the association between collectivism and academic attitudes (i.e., academic efficacy, school connectedness, and fear of academic success) would be stronger among Appalachian students than among non-Appalachian students. Participants were 605 university students from Appalachian and non-Appalachian regions of Kentucky and Georgia who completed survey assessments of the variables. A series of regression analyses confirmed the hypotheses. These results highlight the importance of applying cross-cultural theories to explain regional differences within countries.

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