School of Education
Scott Graves Jr.
Black girls; Development; Identity; Middle School; Racial socialization; School
A hierarchical multiple regression was used to understand the 1) the predictive ability of teacher discrimination on racial identity, 2) the predictive ability of teacher discrimination and racial identity on the educational beliefs and psychological outcomes of early adolescent Black girls, and 3) if egalitarian messages of racial socialization moderate the risk of teacher discrimination on the psychological outcomes for early adolescent Black girls. Participants were 8th grade Black girls from Wave 3 of the MADICS dataset (Eccles, 2010). Results showed that teacher discrimination had a negative relationship and predicted 5% of the variance in connection to heritage, educational beliefs, and resiliency and problem solving for this sample. Surprisingly, teacher discrimination showed a positive relationship with early adolescent Black girls’ efficacy to combat discrimination, contributing 12% of the variance in the third model. Lastly, egalitarian messages of racial socialization were not shown to moderate the effects of resiliency and problem solving for early adolescent Black girls’ or their efficacy to combat discrimination.
Nichols, K. (2017). Examining the Moderating Effects of Racial Socialization on Teacher Discrimination for the Psychological Outcomes of Black Middle School Girls (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/180