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Racial Discrimination Stress, School Belonging, and School Racial Composition on Academic Attitudes and Beliefs among Black Youth

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  • Kamryn S. Morris

    (T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ 85287, USA)

  • Eleanor K. Seaton

    (T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ 85287, USA)

  • Masumi Iida

    (T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ 85287, USA)

  • Sarah Lindstrom Johnson

    (T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ 85287, USA)

Abstract

It is important to consider racialized experiences and proximal indicators of academic success for Black youth when understanding the achievement gap. Acknowledging that racial discrimination is detrimental for the academic success of Black youth, this study extended previous research by examining the influence of racial discrimination stress. Using hierarchical regression analysis and a moderated moderation model, this study examined racial discrimination stress and school belonging as predictors of academic attitudes and beliefs among 344 Black youth (M age = 15.6). Additionally, we examined the interactive effects of school belonging as a buffer for racial discrimination stress, with particular focus on majority White schools. Analyses revealed that school belonging was linked with academic competence, academic efficacy, and academic skepticism. Furthermore, school belonging buffered the impact of racial discrimination stress on academic efficacy among Black youth in majority White schools. These findings highlight the co-occurrence of risk and protective factors among Black youth and demonstrate the additive influence of school racial composition on academic attitudes and beliefs. The practical and theoretical implications of these findings demonstrate the crucial role of school context in understanding risk and protective factors for the academic attitudes and beliefs of Black youth.

Suggested Citation

  • Kamryn S. Morris & Eleanor K. Seaton & Masumi Iida & Sarah Lindstrom Johnson, 2020. "Racial Discrimination Stress, School Belonging, and School Racial Composition on Academic Attitudes and Beliefs among Black Youth," Social Sciences, MDPI, vol. 9(11), pages 1-20, October.
    • Handle: RePEc:gam:jscscx:v:9:y:2020:i:11:p:191-:d:435887
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    References listed on IDEAS

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    1. Meeta Banerjee & Christy Byrd & Stephanie Rowley, 2018. "The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents’ Achievement Outcomes," Social Sciences, MDPI, vol. 7(10), pages 1-19, October.
    2. Eleanor Seaton, 2010. "What the Achievement Gap Conversation is Missing," The Review of Black Political Economy, Springer;National Economic Association, vol. 37(3), pages 275-277, September.
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    4. Joyce, Hilary D. & Early, Theresa J., 2014. "The impact of school connectedness and teacher support on depressive symptoms in adolescents: A multilevel analysis," Children and Youth Services Review, Elsevier, vol. 39(C), pages 101-107.
    5. Jonathan Jacob Doll & Zohreh Eslami & Lynne Walters, 2013. "Understanding Why Students Drop Out of High School, According to Their Own Reports," SAGE Open, , vol. 3(4), pages 21582440135, October.
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