Racism in Education among Black Youth in Canada and its Association with Depression, Anxiety, Stress, and Post-Traumatic Stress Disorder.

IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL
Jude Mary Cénat, Stéphanie Manoni-Millar, Athourina David, Seyed Mohammad Mahdi Moshirian Farahi, Grace Jacob, Wina Paul Darius, Idrissa Beogo, Rose Darly Dalexis
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Abstract

Racial discrimination in educational settings remains a significant barrier to equitable learning environments and is toxic for the mental health of Black youth in Canada. This study employed a mixed-methods multi-study approach to document the rates, dynamics, and mental health impacts of racial discrimination in education experienced by Black youths aged 14 to 24. Quantitative data were collected from two large samples (N = 558 and N = 914) to measure racial discrimination in education, stress, anxiety, depression, and post-traumatic stress disorder (PTSD). Additionally, qualitative data from semi-structured interviews with 32 youths provided deeper insights into their racial discrimination's experiences in educational settings. Over 40% of participants reported racial discrimination in education, which was significantly associated to elevated symptoms of anxiety, depression, stress, and PTSD. In both quantitative datasets, experience of racial discrimination in education moderated the association between resilience and internalized mental health problems (β = .53, p = .037, β = .34, p = .015, respectively). Racial discrimination in education lowers the protective role of resilience against internalized mental health problems. Thematic analysis of qualitative data uncovered key themes, including pervasive assumptions of low academic potential for Black students by authority figures, lack of appropriate intervention by educators and administrators when racial discrimination occurred, and ongoing enablement of a racist environment within schools. These findings underscore a critical need for systemic reform in Canadian schools and universities to prevent racism and address its mental health impacts. Implementing culturally responsive policies and antiracist interventions can foster safer, more inclusive educational environments, supporting well-being and academic success of Black Canadians youth.

加拿大黑人青年教育中的种族主义及其与抑郁、焦虑、压力和创伤后应激障碍的关系。
教育环境中的种族歧视仍然是公平学习环境的一个重大障碍,对加拿大黑人青年的心理健康有害。本研究采用混合方法的多研究方法来记录14至24岁黑人青年在教育中经历的种族歧视的比率、动态和心理健康影响。从两个大样本(N = 558和N = 914)中收集定量数据,测量种族歧视在教育、压力、焦虑、抑郁和创伤后应激障碍(PTSD)方面的影响。此外,对32名青少年进行的半结构化访谈的定性数据为他们在教育环境中的种族歧视经历提供了更深入的见解。超过40%的参与者报告了教育中的种族歧视,这与焦虑、抑郁、压力和创伤后应激障碍症状的升高显著相关。在两个定量数据集中,教育中的种族歧视经历调节了心理弹性与内化心理健康问题之间的关联(β =)。53, p =。037, β =。34, p =。015年,分别)。教育中的种族歧视降低了复原力对内化心理健康问题的保护作用。定性数据的专题分析揭示了关键主题,包括权威人士普遍认为黑人学生的学术潜力很低,当种族歧视发生时,教育工作者和管理人员缺乏适当的干预,以及学校内持续的种族主义环境。这些发现强调了加拿大学校和大学进行系统性改革的迫切需要,以防止种族主义并解决其对心理健康的影响。实施文化响应政策和反种族主义干预措施可以促进更安全、更具包容性的教育环境,支持加拿大黑人青年的福祉和学业成功。
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来源期刊
Research on Child and Adolescent Psychopathology
Research on Child and Adolescent Psychopathology Psychology-Developmental and Educational Psychology
CiteScore
5.00
自引率
4.00%
发文量
107
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