Black adolescents’ discrimination experiences and academic engagement: the role of general and culturally-distinctive parental involvement

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Domonique A. Edwards (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Stephanie Irby Coard

Abstract: Using data from Black 8th graders who participated in the Maryland Adolescent Development in Context study (Eccles, 1999), this study examined the distinct impact of racial discrimination from peers and teachers on adolescents’ academic engagement, as well as moderating influences of various aspects of parental involvement including general involvement practices and culturally distinctive involvement. It was hypothesized that perceived discrimination from both sources of discrimination, peers and teachers, would predict lower academic engagement and parenting factors would buffer those negative effects. Results indicated that experiences of peer and teacher discrimination uniquely predicted different dimensions of academic engagement, and there was evidence of some gender influence on these relationships. Moreover, the author found that while both areas of parental involvement were important predictors of academic engagement, only culturally distinctive parental involvement moderated the effects of discrimination on academic engagement.

Additional Information

Language: English
Date: 2018
Black youth, Education, Parental Involvement, Racial discrimination, Racial Socialization
African American middle school students
Middle school education $x Parent participation
Parent and child $x Psychological aspects
African Americans $x Socialization
Discrimination in education
Racism in education
Academic achievement

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