Racial stereotype and Black adolescents' math achievement: Unpacking the socio-cognitive mechanisms.

Racial stereotypes are salient to Black adolescents and to the academic domain of mathematics; however, few studies have examined the socio-cognitive mechanisms through which racial stereotypes impact math achievement. This 2-year longitudinal study (N = 790 Grade 6, 8, and 10 students during Year 1; 50.7% girls and 49.

The spillover effect of school suspensions on adolescents' classroom climate perceptions and academic achievement.

Proponents of exclusionary discipline claim that removing disruptive peers from the classroom benefits well-behaved students. Given educators' increasingly widespread use of suspensions in response to adolescents' minor behavioral infractions (e.g.

Investigating the relation between critical consciousness and academic achievement for adolescents of color and White adolescents.

Objectives: A handful of studies have previously reported on positive associations between critical consciousness and academic achievement for youth of color. The present study contributes to this scholarship by investigating how the association between critical consciousness and academic achievement varies for youth ( = 179) across different content areas in school, as well as whether this association differs for youth from different racial-ethnic groups.

Method: For three different measures of critical consciousness, we fit single-level ordinary least squares (OLS) regression models to investigate their relationship to students' academic achievement in four different subject areas.

Racial Stereotype Endorsement, Academic Engagement, Mindset, and Performance among Black and White American Adolescents.

The role of racial stereotypes in youth's academic achievement becomes salient during adolescence. Yet, very few studies have investigated whether associations between Black and White American adolescents' stereotype endorsement and their cognitive engagement, mindset beliefs, and performance in math differed by stereotype valence (i.e.

Choosing to see the racial stress that afflicts our Black students.

With the right training and greater racial awareness, teachers can help students cope with the stress of racism and discrimination.

Parental Ethnic-Racial Socialization and Children of Color's Academic Success: A Meta-Analytic Review.

Increased attention is being placed on the importance of ethnic-racial socialization in children of color's academic outcomes. Synthesizing research on the effects of parental ethnic-racial socialization, this meta-analysis of 37 studies reveals that overall the relation between ethnic-racial socialization and academic outcomes was positive, though the strength varied by the specific academic outcome under consideration, dimension of ethnic-racial socialization utilized, developmental age of the child receiving the socialization, and racial/ethnic group implementing the socialization. Ethnic-racial socialization was positively related to academic performance, motivation, and engagement, with motivation being the strongest outcome.

Parental ethnic-racial socialization practices and children of color's psychosocial and behavioral adjustment: A systematic review and meta-analysis.

Despite increasing empirical research documenting the association between parental ethnic-racial socialization and youth of color's psychosocial well-being, evidence on the extent to which ethnic-racial socialization practices are linked to youth outcomes and potential variation in these relations remains equivocal. In the current study, a meta-analysis of 102 studies with 803 effect sizes and 27,221 participants reveals that overall ethnic-racial socialization was positively, albeit modestly, associated with self-perceptions, interpersonal relationship quality, and internalizing behavior. Ethnic-racial socialization's overall association with externalizing behavior was nonsignificant.

Parental ethnic-racial socialization practices and the construction of children of color's ethnic-racial identity: A research synthesis and meta-analysis.

Parental ethnic-racial socialization practices help shape the development of a strong ethnic-racial identity in children of color, which in turn contributes positively to mental health, social, and academic outcomes. Although there is a wide body of literature on the relationship between these meta-constructs, this research has not been systematically examined to either (a) determine the degree to which associations between parental ethnic-racial socialization approaches and ethnic-racial identity dimensions hold actual practical significance for parents of color or (b) estimate how these associations vary as a function of theorized mitigating factors. In response, this meta-analytic study investigated the strength of the association between parental ethnic-racial socialization practices and the construction of ethnic-racial identity, as well as factors that moderated the strength and direction of this association.

Parental racial socialization as a moderator of the effects of racial discrimination on educational success among African American adolescents.

This study investigated whether parental racial socialization practices moderated the relation between racial discrimination in school and adolescents' educational outcomes. Using data from a longitudinal study of an economically diverse sample of 630 African American adolescents (mean age=14.5) from a major East Coast metropolis, the results revealed that cultural socialization attenuated the effect of teacher discrimination on grade point average (GPA) and educational aspirations, as well as the effect of peer discrimination on GPA.