Defense Date

9-19-2016

Graduation Date

Summer 1-1-2017

Availability

Immediate Access

Submission Type

dissertation

Degree Name

PhD

Department

School Psychology

School

School of Education

Committee Chair

Scott Graves Jr.

Committee Member

Kara McGoey

Committee Member

Gibbs Kanyongo

Committee Member

Jonelle Watson

Keywords

Black girls; Development; Identity; Middle School; Racial socialization; School

Abstract

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.

Format

PDF

Language

English

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