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      The Influence of Ethnic Discrimination and Ethnic Identification on African American adolescents' School and Socioemotional Adjustment

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      Journal of Personality
      Wiley

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          Abstract

          Do experiences with racial discrimination at school predict changes in African American adolescents' academic and psychological functioning? Does African American ethnic identity buffer these relations? This paper addresses these two questions using two waves of data from a longitudinal study of an economically diverse sample of African American adolescents living in and near a major East Coast metropolis. The data were collected at the beginning of the 7th grade and after the completion of the 8th grade. As expected, experiences of racial discrimination at school from one's teachers and peers predicts declines in grades, academic ability self-concepts, academic task values, mental health (increases in depression and anger, decreases in self-esteem and psychological resiliency), and increases in the proportion of one's friends who are not interested in school and who have problem behaviors. A strong, positive connection to one's ethnic group (our measure of ethnic identity) reduced the magnitude of the association of racial discrimination experiences with declines in academic self-concepts, school achievement, and perception of friends' positive characteristics, as well as the association of the racial discrimination experiences with increases in problem behaviors.

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          Author and article information

          Journal
          Journal of Personality
          J Personality
          Wiley
          0022-3506
          1467-6494
          December 2003
          December 2003
          : 71
          : 6
          : 1197-1232
          Article
          10.1111/1467-6494.7106012
          14633063
          e714b7e5-20be-4149-af45-be7f290181c3
          © 2003

          http://doi.wiley.com/10.1002/tdm_license_1.1

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