Ethnic discrimination predicting academic attitudes for Latinx students in middle childhood

Brown, Christia Spears; Tam, Michelle

doi:10.1016/j.appdev.2019.101061

Cited by 17 publications

(13 citation statements)

References 69 publications

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“…A meta-analysis of 35 studies showed that K-12 teachers treated Latinx and African American students worse than European American peers in many domains: holding lower expectations, asking fewer questions, providing less encouragement, making more referrals for special-needs testing, and making fewer referrals for gifted-and talented testing (Tenenbaum & Ruck, 2007). In a recent study of 156 Latinx third and fourth graders in 19 schools, 73% of students reported experiencing ethnic discrimination at school that more often came from teachers than from peers (Brown & Tam, 2019). A higher level of perceived teacher discrimination was related to longitudinal decreases in student-reported school belonging and academic interest, controlling for academic performance.…”

Section: Students’ Physiological Stress Arousal In School Contextmentioning

confidence: 99%

Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students

Obradović

Armstrong‐Carter

2020

Dev Psychopathol

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To be ready to learn, children need to be focused, engaged, and able to bounce back from setbacks. However, many children come to school with heightened or diminished physiological arousal due to exposure to poverty-related risks. While stress physiology plays a role in explaining how adversity relates to processes that support students’ cognitive development, there is a lack of studies of physiological stress response in educational settings. This review integrates relevant studies and offers future directions for research on the role of stress physiology in the school adaptation of elementary school students, focusing on these important questions: (a) What are the links between physiological stress response and learning-related skills and behaviors, and do they vary as a function of proximal and distal experiences outside of school? (b) How are school experiences associated with students’ physiological stress response and related cognitive and behavioral adaptations? (c) How can we leverage measures of students’ physiological stress response in evaluations of school-based interventions to better support the school success of every student? We hope to stimulate a new wave of research that will advance the science of developmental stress physiology, as well as improve the application of these findings in educational policy and practice.

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Section: Students’ Physiological Stress Arousal In School Contextmentioning

confidence: 99%

Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students

Obradović

Armstrong‐Carter

2020

Dev Psychopathol

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“…RACIAL DISCRIMINATION, PUBERTY, AND NEIGHBORHOOD youth that represented the range of demographic diversity for U.S. Mexican families in the metropolitan area from which they were drawn (for a more detailed overview see Roosa et al, 2008). Beginning in Fall 2004, Mexican origin families (N = 749) were recruited from 5th grade classes in a southwestern region of the United States where 91% of Latinx are of Mexican-origin (Brown & Hugo Lopez, 2013). Study procedures were approved by the institutional review board at the authors' university.…”

Section: Connor Sheehanmentioning

confidence: 99%

The associations among racial discrimination, pubertal timing, neighborhoods, and mental health among U.S. Mexican boys.

Seaton¹,

White²,

Pasco³

et al. 2022

American Psychologist

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The present study addressed gaps in puberty and weathering research by examining the relation between peer racial discrimination, pubertal timing, internalizing and externalizing symptoms, and neighborhood context among a longitudinal sample of U.S. Mexican boys. Using three waves of data (N = 383; mean ages: 10.3-15.8 years), we examined the weathering hypothesis: Whether peer racial discrimination experiences in late childhood predicted earlier pubertal timing in adolescence and subsequent mental health problems. We also examined whether variability in youths' neighborhood contexts qualified these associations. Consistent with the weathering hypothesis, exposure to peer racial discrimination in 5th grade, predicated earlier pubertal timing in the 7th grade, which, in turn, predicted increases in internalizing symptoms in the 10th grade. However, this pattern only applied to boys residing in neighborhoods with higher levels of Latinx concentration in 5th grade. Additionally, early timing in the 7th grade predicted increases in externalizing symptoms, but this association was significant only when boys lived in neighborhoods that were lower on Latinx concentration. There was evidence of weathering in context with specific implications for internalizing symptoms, and that neighborhood Latinx concentration was both inhibiting and promoting at unique places in the hypothesized model. The findings advance existing understandings of weathering patterns and individual variation in pubertal timing among U.S. Mexican boys.

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“…These experiences start as early as elementary school and increase as students move to middle and high school. For example, a study of fourth and fifth graders of mostly Mexican origin, reported that around threefourths and one half of the sample experienced peer and teacher discrimination, respectively (C. Brown and Tam 2019). Another study, with middle and high school students, found that 60 percent of Latinx students experienced discrimination in school (Huynh and Fuligni 2010).…”

Section: School Discriminationmentioning

confidence: 99%

Taking an Equity Lens: Reconceptualizing Research on Latinx Students’ Schooling Experiences and Educational Outcomes

Galindo¹

2021

The ANNALS of the American Academy of Political and Social Scie

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Previous research has expanded our understanding of Latinx students’ schooling and outcomes in many ways, but current knowledge fails to appreciate nuances associated with the constantly evolving Latinx population. In many cases, schools are ill prepared to serve these students. I offer recommendations for developing a robust knowledge base on the education of Latinx students and the roles that schools play in perpetuating or ameliorating inequities. Specifically, I discuss strength-based perspectives and the expansive diversity of the population as concepts that are essential to framing research and interventions that aim to improve education for the Latinx student population. I review the empirical evidence on achievement outputs and key features of the school opportunity gap—segregation, discrimination, family-school partnerships, classroom teaching and learning, and instruction language use. Finally, I propose implications for developing equity-oriented reforms to support the continuous improvement of Latinx students’ education.

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Ethnic discrimination predicting academic attitudes for Latinx students in middle childhood

Cited by 17 publications

References 69 publications

Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students

Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students

The associations among racial discrimination, pubertal timing, neighborhoods, and mental health among U.S. Mexican boys.

Taking an Equity Lens: Reconceptualizing Research on Latinx Students’ Schooling Experiences and Educational Outcomes

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