- IDEALS Home
- Graduate Theses and Dissertations at Illinois
- Graduate Theses and Dissertations at Illinois
- View Item
The relationship between teacher-based discrimination, academic adjustment, psychological well-being, and student-teacher relationship quality among African American adolescents
Bookmark or cite this item:
http://hdl.handle.net/2142/34566
Files in this item
| File | Description | Format |
|---|---|---|
Thompson_Geneene.pdf
(2MB)
|
(no description provided) |
| Title: | The relationship between teacher-based discrimination, academic adjustment, psychological well-being, and student-teacher relationship quality among African American adolescents |
| Author(s): | Thompson, Geneene |
| Director of Research: | Ryan, Allison |
| Doctoral Committee Chair(s): | Ryan, Allison |
| Doctoral Committee Member(s): | Espelage, Dorothy; Pomerantz, Eva; Neville, Helen |
| Department / Program: | Educational Psychology |
| Discipline: | Educational Psychology |
| Degree Granting Institution: | University of Illinois at Urbana-Champaign |
| Degree: | Ph.D. |
| Genre: | Dissertation |
| Subject(s): |
adolescents
African American discrimination academic adjustment student-teacher relations |
| Abstract: | The present study investigated the nature of perceived teacher-based racial and gender discrimination among young African American adolescents ((N=248; 50.8% female) and simultaneously examined associations between perceived racial and gender discrimination, academic adjustment, psychological well-being, and student-teacher relationship quality. Additionally, the study explored adolescents’ beliefs about personality as a moderator between perceived discrimination and adjustment. In line with hypotheses, adolescents perceived more racial discrimination from teachers. However, African American boys perceived more gender discrimination than girls. When perceived racial and gender discrimination were considered simultaneously, racial discrimination was more strongly linked to teacher-student relationship quality; where as, gender discrimination was linked to academic adjustment and psychological well-being. Among girls, perceived racial discrimination was negatively associated with student-teacher relationship quality. Students perceiving both forms of adjustment evidenced lower levels of adjustment compared to students perceiving only one type of discrimination. Personality beliefs only moderated the relationship between perceived discrimination and student-teacher relationship quality The findings from this study greatly contribute to our understanding of early adolescents’ perceived racial and gender discrimination in educational contexts. Through examination of both gender and race-related discrimination the present study provides important insights into the nature and importance of discrimination for a comprehensive understanding of young African American adolescents’ academic, psychological, and social adjustment in the classroom. |
| Issue Date: | 2012-09-18 |
| URI: | http://hdl.handle.net/2142/34566 |
| Rights Information: | Copyright 2012 Geneene Thompson |
| Date Available in IDEALS: | 2012-09-18 |
| Date Deposited: | 2012-08 |
Items in IDEALS are protected by copyright, with all rights reserved, unless otherwise indicated.
This item appears in the following Collection(s)
-
Dissertations and Theses - College of Education
Dissertations and Theses from the College of Education -
Graduate Theses and Dissertations at Illinois
Graduate Theses and Dissertations at Illinois
Item Statistics
- Total Downloads: 0
- Downloads this Month: 0
- Downloads Today: 0
