Buffering Effects of Racial Discrimination on School Engagement

The Role of Culturally Responsive Teachers and Caring School Police

Dados Bibliográficos

ID21354101
AutoresJessika H Bottiani (0000-0001-7810-1707, University of Virginia, autor correspondente), Heather L Mcdaniel (0000-0001-8214-9551, Assistant Professor, ([email protected]), University of Virginia, School of Education and Human Development, PO Box 400281, Charlottesville, VA 22904.), Lora Henderson Smith (0000-0002-8343-6330, University of Virginia), Lora Henderson (Youth‐Nex Postdoctoral Research Associate, ([email protected]), University of Virginia, School of Education and Human Development, PO Box 400281, Charlottesville, VA 22904.), Jasmin E Castillo (Doctoral Student, ([email protected]), Pennsylvania State University, Human Development and Family Studies, 27 Health and Human Development Building, University Park, PA 16802.), Catherine P Bradshaw (0000-0003-2048-3225, Professor and Senior Associate Dean, ([email protected]), University of Virginia, School of Education and Human Development, PO Box 400270, Charlottesville, VA 22904.)
Ano2020
Volume90
Fascículo12
Páginas1019-1029
Data de publicação2020-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of School Health (JOURNAL)
Identificadores do periódicoISSN: 0022-4391 • E-ISSN: 1746-1561
EditoraWiley (PUBLISHER • GB)
DOI10.1111/josh.12967
PMID33184890
OpenAlexW3100363377
IdiomaEN
Citações recebidas24
Referências citadas59

BACKGROUND: Urban black adolescents' wellbeing in the early high school years can be negatively impacted by exposure to racial discrimination. These impacts may be buffered by supportive relationships with adults at school. We considered both the protective and promotive effects of culturally responsive teachers and caring school police on school engagement for students exposed to racial discrimination across settings. METHOD: This study leveraged baseline student report from a sample of urban, predominantly black high school students with elevated teacher-rated levels of aggressive behavior (N = 397 9th graders; 91.2% black; 50.4% male; J = 10 schools). Using a path model with full-information maximum likelihood estimation, we examined the associations of racial discrimination, teacher cultural responsiveness, and school police caring in relation to school engagement and school disconnection, adjusting for covariates, including family racial socialization. RESULTS: Frequency of racial discrimination was significantly associated with lower school engagement and greater school disconnection. Teacher cultural responsiveness was significantly, favorably associated with all outcomes. Police caring had no significant direct associations; however, there were moderation effects. When police caring was below average, increased racial discrimination was associated with significantly poorer attitudes toward school. CONCLUSIONS: Findings suggested that students' perceptions of school police caring may buffer links between racial discrimination experiences and school disconnection. Moreover, students who perceive that their teachers are culturally responsive may feel more engaged at school. Interventions to promote teachers' and school police officers' cultural responsiveness and caring may improve engagement among at-risk urban youth who experience racial discrimination.

Developmental psychology · Disconnection · Ethnic group · Moderation · Psychological intervention · Racism · Socialization · Sociology · Education Discipline and Inequality · Policing Practices and Perceptions · Psychology · Racial and Ethnic Identity Research · Social Psychology