青少年的希望和归属:非裔美国男性增加学术参与的潜在途径

IF 3 3区 心理学 Q1 Social Sciences
Dante D. Dixson, Ersie-Anastasia Gentzis
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引用次数: 3

摘要

摘要尽管许多教育工作者的初衷是好的,但学者们认为,系统性种族主义和性别歧视是阻碍非裔美国男性学术参与的主要障碍。目前的研究探索了解决这一问题的潜在途径。本研究以223名非裔美国男性高中生为样本,调查了希望与学校之间的关系,这些关系属于学术参与的所有三个方面(即行为参与、情感参与和智力参与),以更好地了解这些心理社会感知是如何与,非裔美国男性的学术参与。利用一系列等级回归,结果表明,希望和学校归属感约占非裔美国男性学术参与的三个方面的24%至46%。鉴于人们发现希望和学校归属感很容易增加,这些结果表明,非裔美国男性参与度的提高有可能成为一条潜在的道路。影响声明非裔美国男性在学校环境中反对普遍存在的性别和种族歧视。这种歧视通过扼杀他们在学术领域的希望和归属感来抑制他们的学术参与。目前的研究提出了一条前进的道路。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
To Hope and Belong in Adolescence: A Potential Pathway to Increased Academic Engagement for African American Males
Abstract Despite the best intentions of many educators, scholars have theorized that systemic racism and sexism are major impediments to the academic engagement of African American males. The current study explored a potential pathway to address this issue. In a sample of 223 African American male high school students, this study examined the relationship between hope and school belonging to all three aspects of academic engagement (i.e., behavioral engagement, emotional engagement, and intellectual engagement) to better understand how these psychosocial perceptions relate to, and might be a potential pathway to increase, the academic engagement of African American males. Utilizing a series of hierarchical regressions, results indicated that hope and school belonging accounted for around 24% to 46% of all three aspects of African American males’ academic engagement. Given that hope and school belonging have been found to be easily increased, these results suggest a potential path forward to increased engagement for African American males. Impact Statement African American males combat pervasive gender and racial discrimination within the school context. This discrimination suppresses their academic engagement via extinguishing their hope and sense of belonging within the academic domain. The current study proposes a way forward.
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来源期刊
School Psychology Review
School Psychology Review Social Sciences-Education
CiteScore
6.90
自引率
20.00%
发文量
54
期刊介绍: School Psychology Review (SPR) is a refereed journal published quarterly by NASP. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology. Of particular interest are articles presenting original, data-based research that can contribute to the development of innovative intervention and prevention strategies and the evaluation of these approaches. SPR presents important conceptual developments and empirical findings from a wide range of disciplines (e.g., educational, child clinical, pediatric, community.
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