The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also negatively associated with grade point average among boys but were not significantly associated in girls' analyses. Significant gender discrimination X racial discrimination interactions resulted in the girls' models predicting psychological outcomes and in boys' models predicting academic achievement. Taken together, findings suggest the importance of considering gender- and race-related experiences in understanding academic and psychological adjustment among African American adolescents.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3403690 | PMC |
| http://dx.doi.org/10.1007/s12552-011-9040-8 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Facial dominance overrides gender in children's stereotypes about intelligence.
Sci Rep
January 2025
Department of Psychology, Emory University, Atlanta, USA.
Stereotypes are not only pervasive, they can also lead to discrimination against negatively-stereotyped groups. A gender-intelligence stereotype holds that men and boys are smarter than women and girls, despite no such evidence. Developmental research suggests that even children endorse this stereotype, and negative perceptions about self-worth in girls may be a consequence.
View Article and Find Full Text PDFGender biases and hate speech: Promoters and targets in the Argentinean political context.
PLoS One
January 2025
École de Bibliothéconomie et des Sciences de l'information, Université de Montréal, 3150 rue Jean-Brillant, Montréal, QC, Canada.
Hate speech found in social media a place to flourish. In the Argentinean context, new right-wing parties have disrupted the political arena, winning the elections of 2023. Many of these new right-wing figures grew in popularity due to their use of social media, on a background of increasing political violence.
View Article and Find Full Text PDFLost opportunities: How gendered arrangements harm men.
Proc Natl Acad Sci U S A
February 2025
Department of Psychology, Princeton University, Princeton, NJ 08540.
Traditional gendered arrangements-norms, roles, prejudices, and hierarchies-shape every human life. Associated harms are primarily framed as women's issues due to more severe consequences women face. Yet, gendered arrangements also shape 's relationships, career paths, and health.
View Article and Find Full Text PDFGender Stereotypes and Bias in Nursing: A Qualitative Study in Tanzania.
Nurs Rep
January 2025
School of Nursing and Public Health, The University of Dodoma, P.O. Box 259, Dodoma 41218, Tanzania.
(1) The question addressed in this study is what kinds of stereotypes and biases of gender in nursing exist in Tanzania. This study aimed to investigate gender stereotypes and bias among healthcare providers and non-healthcare providers. (2) Methods: Qualitative descriptive design and data were collected from the Dar es Salaam region of Tanzania through a Focus Group Discussion approach.
View Article and Find Full Text PDFPostdigital Bystanding: Youth Experiences of Sexual Violence Workshops in Schools in England, Ireland, and Canada.
Behav Sci (Basel)
January 2025
Department of Sociology, Western University, London, ON N6A 3K7, Canada.
In this paper, we report on creative- and arts-based sexual violence and bystander intervention workshops we developed and researched in England, Ireland, and Canada, through evaluation surveys, observations, and focus group interviews with nearly 1200 young people (aged 13-18). Whist the young people generally reported benefitting from the intervention, in the context of increasing use of digital technologies amongst youth, we explore the context-specific challenges they faced in learning about and being supported through bystander strategies across a wide range of diverse school spaces. We use the term postdigital bystanding to explicitly explore how teen's digital networks are often connected to the school-based 'real life' peer group, in ways that complicate clear distinctions between online and offline, arguing that these postdigital dynamics have not yet been adequately considered in bystanding interventions.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!