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Examining Black adolescents’ perceptions of in-school racial discrimination: The role of teacher support on academic outcomes

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  • Gale, Adrian

Abstract

In-school racial discrimination is a risk factor for Black adolescents, as it is negatively associated with their academic outcomes, including grades and persistence. Scholars have sought to identify protective factors that lessen the harmful effects of such discrimination. Protective factors consider personal, family and environmental contexts. This paper is guided by risk and resilience frameworks, which propose that protective factors help individuals achieve positive outcomes, even in the presence of risk. The present study investigates whether teacher support, an environmental protective factor, buffers the harmful effects of in-school racial discrimination on adolescents’ grades and academic persistence. This study used cross-sectional methodology in a sample of 364 Black seventh grade students (49% female, mean age = 12.5 years old, SD = 0.6) from three schools located in the suburbs of a Midwestern state. Findings indicated that there was a positive and direct association between teacher support and grades, and teacher support and academic persistence. In-school racial discrimination from teachers and peers were both negatively associated with academic persistence, but were unrelated to grades. These results also indicated that teacher support moderated the association between in-school racial discrimination from teachers and adolescents’ academic persistence. The current findings support previous research suggesting the importance of teacher support for academic success. Implications for social work practice, school interventions, and school policy are discussed.

Suggested Citation

  • Gale, Adrian, 2020. "Examining Black adolescents’ perceptions of in-school racial discrimination: The role of teacher support on academic outcomes," Children and Youth Services Review, Elsevier, vol. 116(C).
    • Handle: RePEc:eee:cysrev:v:116:y:2020:i:c:s0190740919313118
    DOI: 10.1016/j.childyouth.2020.105173
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    1. Barnard, Wendy Miedel, 2004. "Parent involvement in elementary school and educational attainment," Children and Youth Services Review, Elsevier, vol. 26(1), pages 39-62, January.
    2. Hopson, Laura M. & Lee, Eunju, 2011. "Mitigating the effect of family poverty on academic and behavioral outcomes: The role of school climate in middle and high school," Children and Youth Services Review, Elsevier, vol. 33(11), pages 2221-2229.
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