An Unwelcomed Digital Visitor in the Classroom: The Longitudinal Impact of Online Racial Discrimination on Academic Motivation

Tynes, Brendesha M.; Toro, Juan Del; Lozada, Fantasy T.

doi:10.17105/spr-15-0095.1

Cited by 34 publications

(34 citation statements)

References 58 publications

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“…In Canada, the "Young Canadians in a Wired World" study (Taylor, 2001) indicates that 14% of Instant Messaging users had suffered threats. In the United States, a research among Afro-American, Latinos, Asians and Métis communities showed evidence of an increase in cyberhate victimization from 2010 to 2013 (Tynes et al, 2015). Statistical analyses do not identify any difference between male and female respondents nor between the involved ethnic groups.…”

Section: Cyberhate Victimizationmentioning

confidence: 94%

Toward an Understanding of the Characteristics of Secondary School Cyberhate Perpetrators

Blaya

Audrin

2019

Front. Educ.

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While the Internet offers many opportunities to access information, training and communication, it has created new grounds for risks, threats and harm. With the rise of populism and extremism, new forms of cyberbullying emerge, more specifically cyberhate. The Internet has become a privileged tool to disseminate hatred, based on racism, xenophobia, bigotry, and islamophobia. Organized groups use the internet as a dissemination tool for their ideas, to build collective identity and to recruit young people. The presence of these groups has been facilitated worldwide thanks to technology. Yet, little attention has been granted to the way the Internet eases the activities of individuals who promote and propagate hate online. The role they play in spreading racism, xenophobia and bigotry is paramount as they regularly comment online about news and events, interacting with like-minded people with impunity because the web prevents people from being easily identified or controlled. While literature on exposure to hateful contents and cyberhate victimization is growing, little is known about who the perpetrators really are. A survey with young people aged 12-20 (N = 1,889) was completed in France and forms the basis of this article. It provides an understanding of the characteristics and associated variables of cyberhate perpetration. The Structural Equation model shows that cyberhate perpetration is heavily related to time spent online, victimization, belonging to a deviant youth group, positive attitudes toward violence and racism. Results from the SEM further suggest that people who suffered from online victimization will themselves have a greater tendency to belong to deviant youth groups. Multiple mediation analysis further suggests that trust in institutions may however prevent young people from belonging to a deviant youth group and decrease positive attitudes toward violence, thus diminishing the tendency to perform hateful aggression.

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Section: Cyberhate Victimizationmentioning

confidence: 94%

Toward an Understanding of the Characteristics of Secondary School Cyberhate Perpetrators

Blaya

Audrin

2019

Front. Educ.

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“…We found three facilitators: concern about discrimination (Perreira et al, 2010), any positive ethnic treatment (included responses of the students to the statement "something good happened to you or you were treated well because of your race or ethnicity"; Perreira et al, 2010, p. 5) and discrimination by students (St-Hilaire, 2002). Three factors were found to be barriers: perceived likelihood of discrimination (Perreira et al, 2010) racism/race and ethnic discrimination (Behnke et al, 2004;Kenny et al, 2007), and online racial discrimination (Tynes et al, 2015).…”

Section: Plans For Higher Educationmentioning

confidence: 85%

“…Ten out of the 45 articles measured motivation in association with performance (Basáñez, Warren, Crano, & Unger, 2013;Butler-Barnes, Estrada-Martinez, Colin, & Jones, 2015;Hill & Wang, 2015;O'Hara, Gibbons, Weng, Gerrard, & Simons, 2012;Ramos & Sanchez, 1995;Thijs & Verkuyten, 2008;Tseng, 2004;Tynes, Del Toro, & Lozada, 2015;Wood, Kurtz-Costes, & Copping, 2011;Yuan, Weiser, & Fischer, 2016). In all of these 10 articles, motivation and performance were positively associated.…”

Section: The Relation Between Motivation and Performancementioning

confidence: 99%

“…Motivation scales include intrinsic and extrinsic motivation, task value, control beliefs, self-efficacy, and test anxiety Tynes et al (2015) Academic motivation: self-efficacy and utility values Academic motivation measured using the mean of the following measures as indicators: self-efficacy and utility values. Academic self-efficacy is a five-item measure examining participants' self-evaluations of their abilities to accomplish school tasks (e.g., "Even if the work in school is hard, I can learn it") Utility values: participants' values toward schoolwork using a two-item measure (e.g., "The work we do in school is important").…”

Section: Factors Influencing Motivationmentioning

confidence: 99%

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Factors Influencing Academic Motivation of Ethnic Minority Students: A Review

Isik

Tahir

Meeter³

et al. 2018

SAGE Open

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The aim of this study to create a comprehensive overview of factors that may influence motivation of ethnic minority students from their own perspective. A systematic review was conducted in PubMed, ERIC, and PsycINFO to find studies in which the motivation of ethnic minority students was studied. The articles reviewed were qualitatively synthesized by means of meta-ethnography, and were subjected to a quantitative meta-analysis where appropriate. Forty-five articles were included. Several factors were found to have either a positive or a negative influence on academic motivation, which can be classified into individual, family-related, school-related, and social factors. These factors should be taken into account when developing interventions aimed at enhancing motivation, which is expected to improve. However, evidence for the influence of most identified factors is weak, given that almost every factor was investigated in a single study only. Based on the outcomes of the current overview an integrative model, that provides a structure of the identified factors in relation to motivation which can be used for interventions, cannot be generated; thus, further research is needed.

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“…Relevant to our study is the increased risk that Youth of Color experience with bullying, especially in relation to school and STEM attainment (Tynes, Del Toro, & Lozada, 2015). Yet, while bullying's pervasiveness and impact on school culture and academic success of students have been highly researched over decades (Bosworth, Espelage, & Simon, 1999;Haltigan & Vaillancourt, 2014;Unnever & Cornell, 2003), bullying continues to be understudied in Communities of Color (Pritchard, 2013).…”

Section: Bullyingmentioning

confidence: 92%

Critically engaging engineering in place by localizing counternarratives in engineering design

et al. 2019

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In this manuscript, we use the construct of critical epistemologies of place to frame our exploration of how to support engineering design among youth who have historically been marginalized from the domain, and its implications for educational settings. We present an in‐depth longitudinal case study of one 12‐year‐old African American boy to raise questions of what it means for this youth to engage in engineering design in collaboration with the people around in him—experts and knowledgeable others in his community space and how this engagement supports his work in science and engineering. This study suggests that engaging engineering design through a critical epistemology of place involves an iterative and generative process of layering community wisdom and knowledge onto STEM toward (a) how epistemologies of place—and their layers—challenge dominant master narratives, (b) reimagining practices in place, and (c) transforming the dangerous territory of STEM. Our study expands upon current understandings of supporting youth in engaging engineering through highlighting the vital role of sociohistorically constructed understandings of STEM and community in determining when, how, and why engineering takes place.

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An Unwelcomed Digital Visitor in the Classroom: The Longitudinal Impact of Online Racial Discrimination on Academic Motivation

Cited by 34 publications

References 58 publications

Toward an Understanding of the Characteristics of Secondary School Cyberhate Perpetrators

Toward an Understanding of the Characteristics of Secondary School Cyberhate Perpetrators

Factors Influencing Academic Motivation of Ethnic Minority Students: A Review

Critically engaging engineering in place by localizing counternarratives in engineering design

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