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oai:www.ideals.illinois.edu:2142/34566 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Copyright 2012 Geneene Thompson Adolescents African American Ryan, Allison M. Ryan, Allison M. Espelage, Dorothy L. Pomerantz, Eva M. Neville, Helen A. Thompson, Geneene 2012-09-18T21:25:54Z 2012-09-18T21:25:54Z 2014-09-18T10:01:02Z 2012-08 2012-09-18T21:25:54Z 2012-08 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. Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2012-07-04T14:46:00Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Thompson_Geneene .pdf: 1715826 bytes, checksum: 17f424bebb52301c4eefcc0a18b2b8e8 (MD5) Made available in DSpace on 2012-09-18T21:25:54Z (GMT). No. of bitstreams: 2 Thompson_Geneene.pdf: 1715745 bytes, checksum: e49c551792c3bbb095a0da9e5bbb45fa (MD5) license.txt: 4066 bytes, checksum: 5a1e2fb8a764ccb980ddaa67720dbf4d (MD5) Item marked as restricted to the 'Administrator' Group (id=1) by Seth Robbins (srobbins@illinois.edu) on 2012-09-18T21:27:31Z Item is restricted until 2014-09-18T21:27:16Z Restriction data tranferred 2014-07-01T11:35:51-05:00 Original Data Group with Access Administrator Release Date: 2014-09-18 16:27:16 UTC Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system Limited Restriction Lifted for Item 34840 on 2014-09-18T10:01:02Z. http://hdl.handle.net/2142/34566 en discrimination academic adjustment student-teacher relations The relationship between teacher-based discrimination, academic adjustment, psychological well-being, and student-teacher relationship quality among African American adolescents Educational Psychology 1616 Educational Psychology 0210 University of Illinois at Urbana-Champaign Dissertation Ph.D. PHD:Educatnl Psychology -UIUC 10KS0210PHD