通过民族研究促进身份发展、多元文化态度和公民参与：来自自然实验的证据

IF 3.9 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development Pub Date : 2025-01-20 DOI:10.1111/cdev.14219

Sarah Gillespie, Mirinda M. Morency, Elizabeth Fajemirokun, Gail M. Ferguson

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引用次数: 0

摘要

本研究采用自然实验设计，考察了明尼苏达州明尼阿波利斯市2021-2022学年的民族研究课程对学生的民族-种族认同（ERI）发展、多元文化态度和公民参与的影响(N = 535；33.5%白人，29.5%黑人，21.1%拉丁裔，10.7%多种族；44.7%女性，7.1%非二元)。与准随机分配到对照组的学生相比，参加种族研究班（治疗组）的九年级学生参与了更多的中点ERI探索（β = 0.12），导致更强的终点ERI分辨率（β = 0.48-0.57）。增加的探索介导了对多元文化主义更有利的态度（间接影响= 0.05）和更频繁的公民参与活动（间接影响= 0.02）。结果对扩大种族研究的政策努力具有启示意义。

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Promoting Identity Development, Multicultural Attitudes, and Civic Engagement Through Ethnic Studies: Evidence From a Natural Experiment

This study used a natural experiment design to examine the impact of ethnic studies courses on students' ethnic-racial identity (ERI) development, multicultural attitudes, and civic engagement during the 2021–2022 school year in Minneapolis, MN (N = 535; 33.5% White, 29.5% Black, 21.1% Latine, 10.7% multi-racial; 44.7% female, 7.1% non-binary). Compared to students who were quasi-randomly assigned to a control class, 9th graders taking an ethnic studies class (treatment group) engaged in significantly more midpoint ERI exploration (β = 0.12), resulting in stronger endpoint ERI resolution (β = 0.48–0.57). Increased exploration mediated more favorable attitudes toward multiculturalism (indirect effect = 0.05) and more frequent civic engagement activities (indirect effect = 0.02). Results have implications for policy efforts to expand ethnic studies.

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来源期刊

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.