Discrimination Distress During Adolescence

Fisher, Celia B.; Wallace, Scyatta A.; Fenton, Rose E.

doi:10.1023/a:1026455906512

Cited by 853 publications

(878 citation statements)

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“…Wong and colleagues (2003) reported that adolescents perceive discrimination to occur relatively frequently in public as well as educational settings. For example, many African American (32%), Latino (38%), and Caucasian students (13%) reported that they had been discouraged from joining advanced level classes, disciplined wrongly by teachers, or graded unfairly because of their race (Fisher, Wallace, & Fenton, 2000). From a theoretical point of view, such discrimination perceptual skills are paramount to understanding not only a momentary act of discrimination, but for understanding the larger societal propensities and histories of more systematic discrimination, and their implications for child and adolescent well-being.…”

Section: Integrative and Person-context Perspectivesmentioning

confidence: 99%

“…Self-esteem has been shown to be related to perceived discrimination, such that increases in perceptions of discrimination were associated with decreases in self-esteem (Cogburn, Chavous, & Griffin, 2011;DuBois, Burk-Braton, Swenson, Tevendale, & Hardesty, 2002;Fisher et al, 2000;Galliher et al, 2011;Umaña-Taylor & Updegraff, 2006). However, ethnic identity, and more particularly ethnic identity affirmation and ethnic identity achievement, have been shown to moderate this relationship (Greene, Way, & Pahl, 2006).…”

Section: Ethnic/racial Identitiesmentioning

confidence: 99%

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Developmental Implications of Discrimination

Marks

Ejesi

McCullough

et al. 2015

Handbook of Child Psychology and Developmental Science

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Discrimination—the purposeful and harmful actions toward others because of their membership in a social group—can have profound effects on child and adolescent development. This chapter is concerned with mapping the literature on how perceived discrimination negatively affects a wide range of developmental processes (e.g., identity formation and prosocial behaviors) and outcomes across cognitive, physical health, socioemotional, and mental health areas. Because no such review has been written previously, we present a systematic review of this emerging body of research. We also attend to important theoretical models salient to understanding how discrimination harms children's lives, and to the social processes that may make children prone to discriminating against others. Thoughts on future research directions in this subfield accompany a discussion of the need for increased attention to the social contexts that promote discrimination in childhood and adolescence.

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Section: Integrative and Person-context Perspectivesmentioning

confidence: 99%

Section: Ethnic/racial Identitiesmentioning

confidence: 99%

Developmental Implications of Discrimination

Marks

Ejesi

McCullough

et al. 2015

Handbook of Child Psychology and Developmental Science

View full text Add to dashboard Cite

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“…In fact, it has been speculated that teacher bias against minorities may contribute to disproportionality. For example, Fisher, Wallace, & Fenton (2000) found that African American adolescents perceived racial bias as contributing to receiving lower grades and being wrongly disciplined in school, and were more likely to report such biases compared to Latino or Asian American adolescents. Although it is certainly possible that some teachers may demonstrate overtly discriminatory behavior, it is more likely that these biases occur unintentionally (Dovidio, Gaertner, Kawakami, Hodson, 2002).…”

mentioning

confidence: 99%

The Effects of Student and Teacher Characteristics on Teacher Impressions of – and Responses to – Student Behaviors

Noltemeyer¹,

Kunesh²,

Hostutler³

et al. 2012

IES

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This study examined how student characteristics (e.g., race, gender) and teacher characteristics (e.g., race, gender, years of experience, confidence in behavior management) influence the way teachers perceive and respond to student behaviors in the U.S.A. A rigorous process was used to develop and pilot a survey consisting of questions about a defiant student behavioral incident that might be encountered in a school. This process involved systematically identifying student names that would imply different gender/ethnicity combinations, creating the instrument using these names, expert review, cognitive interviews, and a pilot study using 135 pre-service teachers. After refining the instrument based on feedback from each of these activities, we administered it to 57 practicing teachers. Participants were randomly assigned to one of four scenario conditions, each of which implied a student with a different gender/ethnicity combination (i.e., African American female student, African American male student, European American female student, European American male student). Although some interesting trends in responding emerged based on the implied student race and ethnicity, none were statistically significant. However, teacher characteristics significantly influenced responding, with less experienced teachers being less likely to ignore behaviors -and more likely to address them directly -than their more seasoned counterparts. This adds to the extant knowledge about how teachers in different phases of their careers may interpret and approach classroom situations, and reveals implications for teacher professional development efforts. Further implications, limitations, and future directions are also discussed.Keywords: discipline, teachers, schools, bias, disproportionality, race, gender Literature ReviewDisciplinary disproportionality -also known as the "discipline gap" -refers to the overrepresentation of some student populations in school-based disciplinary proceedings. One of the most marked examples of this phenomenon in the U.S.A. is the disproportionate representation of African American students in school suspensions, expulsions, and other disciplinary actions. This phenomenon has been consistently documented beginning with the seminal Children's Defense Fund study (1975), which found that African American students were two to three times as likely to be suspended from school as their White counterparts. Findings indicate that these trends have persisted (e.g., Noltemeyer & Mcloughlin, 2010;Skiba et al., 2011), although the source of the discrepancy continues to be debated. Disproportionality is problematic because exclusionary discipline is associated with negative outcomes including academic difficulties (e.g., Rausch & Skiba, 2004), high school drop-out (e.g., Costenbader & Markson, 1998), participation in criminal activity (e.g., Florida State Department of Education, 1995), and grade retention (e.g., Safer, 1986). Given the severity of these and other potentially negative correlates of suspension...

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“…Od kasnoga djetinjstva prema adolescenciji djeca počinju više istraživati svoj identitet, a u adolescenciji etnički identitet postaje salijentan dio socijalnog identiteta i adolescentima postaje vrlo važno istražiti što za njih znači ta grupna pripadnost (Phinney, 1990). Doživljavaju i više iskustava u kojima etnički identitet ima važnu ulogu (Phinney i Chavira, 1995) te se pojačava njihova percepcija diskriminacije i stresa (Fisher, Wallace i Fenton, 2000). Dob ulaska u faze etničkih preferencija i nastanka etničkih predrasuda te propitkivanje identiteta koje dolazi s adolescencijom preklapaju se s rezultatima koji pokazuju da od četvrte godine roditelji svoju djecu sve češ-će pripremaju na pristranost, a od devete i na promicanje nepovjerenja (Hughes i Chen, 1997).…”

Section: Odrednice Etničkog Odgoja Karakteristike Djece: Dobunclassified

What Parents Say and in Which Way They Convey Messages about Ethnicity to Children?

Štambuk

2017

Drustvena istrazivanja

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Važan dio interakcije socijalizacijskih čimbenika djece obilježen je društvenim značenjem, stavovima i vjerovanjima o važnosti etnič-ke pripadnosti, osobito u višeetničkim okruženjima. Dosadašnja istraživanja pretežno su se bavila obiteljskim funkcioniranjem i roditeljskim postupcima u obiteljima zapadnjačke kulture, većin-skih grupa u društvu i srednjega socioekonomskog statusa. Budući da se obitelji iz manjinskih grupa suočavaju sa specifičnim izazovima zbog svoje različite povijesti, kulturnoga nasljeđa i statusa u društvu, generalizacija rezultata na te obitelji ograniče-na je. Nedostaju i istraživanja koja su se bavila obiteljskim procesima vezanim uz prenošenje poruka o grupnoj pripadnosti, i to osobito na europskom području. U radu je prikazan pregled istraživanja koja su se bavila roditeljskim postupcima u smjeru prenošenja informacija, vrijednosti, vjerovanja i stavova vezanih uz etnički identitet, odnosno etničkim odgojem. Prvo su prikazana dosadašnja teorijska razmatranja o etničkom odgoju i njegovu međuodnosu s karakteristikama i iskustvima roditelja i djece te razvojnim ishodima djece. Zatim smo se osvrnuli na ograničenja provedenih istraživanja. Naposljetku, razmotrena je važnost istraživanja etničkog odgoja za odrastanje djece u višeetničkim zajednicama u Hrvatskoj, uz pregled rezultata istraživanja o etnič-kom odgoju unutar etnički podijeljene zajednice grada Vukovara.Ključne riječi: etnički odgoj, kulturno specifična socijalizacija, promicanje nepovjerenja, pripremanje na pristranost, egalitarnost Marina Štambuk, Odjel za psihologiju, Hrvatski studiji Sveučilišta u Zagrebu, Borongajska cesta 83d,

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Discrimination Distress During Adolescence

Cited by 853 publications

References 29 publications

Developmental Implications of Discrimination

Developmental Implications of Discrimination

The Effects of Student and Teacher Characteristics on Teacher Impressions of – and Responses to – Student Behaviors

What Parents Say and in Which Way They Convey Messages about Ethnicity to Children?

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