The Roles of Racial Discrimination, Cultural Mistrust, and Gender in Latina/o Youth's School Attitudes and Academic Achievement

Abstract

Gender gaps in achievement are particularly pronounced among Latina/os, who are among the population most affected by the academic achievement gap. This study examined the roles of racial discrimination, cultural mistrust, and economic value of education in the academic achievement of urban, low-income Latina/o adolescents. Participants were 346 high school students. Structural equation modeling revealed that the model of associations was a better fit for male students than for female students. Cultural mistrust mediated the relationship between racial discrimination and values of education, and perceived limitations of education predicted lower attendance rates for male students but not for female students. Implications for future research and interventions are discussed.

Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents

“…The Roma ethnic-cultural group is one of the groups that suffers more discrimination and social exclusion in Europe. Suffering ethnic-cultural discrimination at school causes feelings of disengagement from the school as well as low expectations about what they can contribute (Cooper and Sánchez, 2016). Ethnic-cultural bullying could be a very adverse factor for programs and policies of educational and social inclusion whose purpose is assisting the Roma population.…”

“…Ethnic-cultural bullying could be a very adverse factor for programs and policies of educational and social inclusion whose purpose is assisting the Roma population. Taking into consideration the negative effects of ethnic-cultural discrimination and violence among minors (e.g., Garnett et al, 2014; Priest et al, 2014; Baysu et al, 2016; Cooper and Sánchez, 2016; Brüggemann and D’Arcy, 2017; Gkofa, 2017), it is essential to continue studying ethnic-cultural bullying. The scientific knowledge of this phenomenon will provide a better protection of the minors’ physical and psychological integrity in pluricultural contexts and the development of educational policies and strategies that are effective to prevent and eradicate discrimination, racism and xenophobia.…”

“…In adolescents from minority cultural groups, the perception of social discrimination predicts mistrust toward the cultural majority (Benner and Graham, 2013). When students from minority groups experience ethnic-cultural discrimination at school, they lower their expectations on what school can offer them (Cooper and Sánchez, 2016). Discrimination is very much related to loneliness and depression (Priest et al, 2014).…”

Attentional Bias for Academic Stressors and Classroom Climate Predict Adolescents’ Grades and Socioemotional Functioning

“…Second, other variables could have been taken into account. Previous studies have shown that other environmental factors may influence students’ academic and emotional functioning, such as the quality of relationships with parents or parental styles (Buehler, Benson, & Gerard, ) as well as cultural and socioeconomic variables (Cooper & Sánchez, ; Ponnet, Van Leeuwen, Wouters, & Mortelmans, ). Similarly, individual characteristics such as temperament variables (Helzer, Connor‐Smith, & Reed, ), trait emotional intelligence (Mavroveli, Petrides, Sangareau, & Furnham, ), and motivational factors are important for psychological and academic functioning and may be analyzed in future research.…”

Ethnic pride, self-esteem, and school belonging: A reciprocal analysis over time.

“…Thus, it would have been difficult to obtain significant predictions of ethnic pride given girls’ lower variability. Ethnic pride may have been more variable for Mexican-origin males than females because young men of color likely experience harsher social conditions intertwined with their identities and perceived school roles (Cooper & Sánchez, 2016; Sáenz & Ponjuan, 2011). Especially important, however, the findings suggest that ethnic pride may promote a sense of belonging in school for both Mexican-origin boys and girls.…”