Journals

Developmental Characteristics of Black Adolescents' Attributions  Discrimination

The present study examined discrimination attributions in the psychological well-being of Black adolescents. Findings are based on a representative sample of 810 African American and 360 Caribbean Black youth, aged 13-17, who participated in the National Survey of American Life. Youth completed measures of perceived discrimination, discrimination attributions, depressive symptoms, self-esteem, and life satisfaction. 

• Approximately half the youth attributed discrimination to race/ethnicity (43%)

• age (17%), physical appearance (16.5%)

•  gender (7.5%)

 There were no ethnic, gender, or age differences regarding discrimination attributions. Key findings suggest that the association between perceived discrimination and psychological well-being did not vary according to discrimination attribution, which implies that discrimination is harmful for Black youth regardless of the attribution.

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Seaton, Eleanor K.; Caldwell, Cleopatra H.; Sellers, Robert M.Jackson, James S. (Sep,2010) Developmental Characteristics of African American and Caribbean Black Adolescents' Attributions regarding Discrimination from http://www.eric.ed.gov

Perceived Discrimination and Linguistic Adaptation of Adolescent Children of Immigrants.

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This study examines the relationship between perceived discrimination and self-reported proficiency in English and non-English languages among adolescent children of immigrants. Data from the Children of Immigrants Longitudinal Study was used. The average age of participants was 17.2 years; 1,494 were females and 1,332 were males. Among 2,826 participants, 61% reported Latin American and Caribbean national origin and 39% reported Asian national origin. Findings from probit regression analysis showed that adolescents who felt discriminated against by school peers were more likely to report speaking and reading English less than "very well". On the other hand, adolescents who felt discriminated against by teachers and counselors at school or reported perceived societal discrimination were more likely to report speaking and reading English "very well." The results suggest youth's English, as opposed to non-English language, as the primary venue in which perceived discrimination influences youth's linguistic adaptation. The findings further indicate that the direction and possible mechanisms of this influence vary depending on the source of perceived discrimination.

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Medvedeva, Maria (2020, August), Journal of Youth and Adolescence 2010 from http://www.eric.ed.gov

Modeling the Effects of Person Group Factors on Discrimination.

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Discrimination has traditionally been parameterized for items but not other empirical factors. Consequently, if person factors affect discrimination they cause misfit. However, by explicitly formulating the relationship between discrimination and the unit of a metric, it is possible to parameterize discrimination for person groups. This article applies the Rasch model with a person group discrimination parameter to demonstrate the empirical effect of a person group factor on the degree of discrimination. The model is applied to the responses of students in different grades of schooling to a reading test, resulting in improved equating and fit of the data to the model. A simulation study confirms the efficacy of the model and tests of fit. Applied implications are discussed

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Humphry, Stephen M., (2010) The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. Educational and Psychological Measurement 2010 from http://www.eric.ed.gov