The purpose of this research was to explore Black and Latino adolescents' experiences with racial discrimination in school. First, a mediation model was utilized to examine the hypothesized path between teacher racial discrimination, academic goals, and school achievement - and the hypothesized path between peer racial discrimination, mental health, and school achievement. Second, moderated mediation was employed to examine the influence of parent educational advocacy on the hypothesized path between teacher racial discrimination, academic goals, and school achievement - and the influence of friendship support on the hypothesized path between peer racial discrimination, mental health, and school achievement. Structural Equation Modeling (SEM) was used to test all paths. Only mental health factors were found to mediate the relation between peer racial discrimination and school achievement for Black and Latino girls. However, moderated mediation revealed additional mediated paths that were not gender specific but were influenced by differing levels of the moderating variables. For instance, lower levels of parent educational advocacy were found to strengthen the negative impact of teacher racial discrimination on student achievement through mastery goals and performance-avoidance goals for Latino youth. Similarly, lower levels of friendship support were found to strengthen the negative impact of peer racial discrimination on student achievement through depressive symptoms for Black youth. These findings suggest that the absense of parent educational advocacy and friendship support in adverse situations can have negative psychological and academic consequences for both Black and Latino students. Implications of the findings for promoting parent educational advocacy and friendship support were discussed. Also discussed was the notion that mediation cannot always be understood alone and that differing levels of a moderator can more effectively explain a unique path.

A definitive reference on intra- and inter-group processes across a range of age and cultural contexts Children from infancy develop attachments to significant others in their immediate social environment, and over time become aware of other groups (e.g. gender, ethnicity, age, classroom, sports) that they do or do not belong to and why. Recent research shows that children’s attitudes, beliefs and behaviours are significantly influenced by these memberships and that the influence increases through childhood. This Handbook delivers the first comprehensive, international reference on this critical topic.

Many racial and ethnic groups in the United States, including blacks, Hispanics, Asians, American Indians, and others, have historically faced severe discriminationâ€"pervasive and open denial of civil, social, political, educational, and economic opportunities. Today, large differences among racial and ethnic groups continue to exist in employment, income and wealth, housing, education, criminal justice, health, and other areas. While many factors may contribute to such differences, their size and extent suggest that various forms of discriminatory treatment persist in U.S. society and serve to undercut the achievement of equal opportunity. Measuring Racial Discrimination considers the definition of race and racial discrimination, reviews the existing techniques used to measure racial discrimination, and identifies new tools and areas for future research. The book conducts a thorough evaluation of current methodologies for a wide range of circumstances in which racial discrimination may occur, and makes recommendations on how to better assess the presence and effects of discrimination.

This book incorporates a range of new material on racist events and incidents across the United States. It includes a few new concepts and some of the original concepts about individual and institutionalized racism in the United States.

Mapping explanations of academic variability and racial/ethnic identification -- Methods -- Portraits of self-identification -- Negotiating identification with other students and teachers -- Perceptions of life chances -- Conceptualizing and navigating the school space -- Toward an understanding of the educational implications of skin color variation.