Abstract
The present study examined school-based racial and gender discrimination experiences among African American adolescents in
Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations
of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported
racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within
gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive
symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also
negatively associated with grade point average among boys but were not significantly associated in girls’ analyses. Significant
gender discrimination X racial discrimination interactions resulted in the girls’ models predicting psychological outcomes
and in boys’ models predicting academic achievement. Taken together, findings suggest the importance of considering gender-
and race-related experiences in understanding academic and psychological adjustment among African American adolescents.
Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations
of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported
racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within
gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive
symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also
negatively associated with grade point average among boys but were not significantly associated in girls’ analyses. Significant
gender discrimination X racial discrimination interactions resulted in the girls’ models predicting psychological outcomes
and in boys’ models predicting academic achievement. Taken together, findings suggest the importance of considering gender-
and race-related experiences in understanding academic and psychological adjustment among African American adolescents.
- Content Type Journal Article
- Pages 1-13
- DOI 10.1007/s12552-011-9040-8
- Authors
- Courtney D. Cogburn, University of Michigan, Institute for Social Research, 426 Thompson Street, Ann Arbor, MI 48106-1248, USA
- Tabbye M. Chavous, University of Michigan, Combined Program in Education and Psychology, Ann Arbor, MI USA
- Tiffany M. Griffin, University of North Carolina, Chapel Hill, NC USA
- Journal Race and Social Problems
- Online ISSN 1867-1756
- Print ISSN 1867-1748