Perceived Teacher Discrimination and Academic Achievement Among Urban Caribbean Black and African American Youth: School Bonding and Family Support as Protective Factors

Julia A. Bryan, Joseph M. Williams, Jungnam Kim, Stephaney S. Morrison, Cleopatra H. Caldwell

Research output: Contribution to journalArticle

Abstract

This study examined the relations of perceived teacher discrimination, school bonding, and family support to academic achievement among 1,122 urban Caribbean Black and African American adolescents. Results revealed that teacher discrimination was negatively related to academic achievement for urban Caribbean Black and African American adolescents with school bonding and emotional family support mediating the relationship. School bonding was a protective factor for both adolescent groups, but emotional family support for urban Caribbean Black adolescents only. Implications for school counselors and educators are discussed.

Original languageEnglish (US)
JournalUrban Education
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

African American
academic achievement
discrimination
adolescent
teacher
school
school counselor
educator
American
family
youth
Group

All Science Journal Classification (ASJC) codes

  • Education
  • Urban Studies

Cite this

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Perceived Teacher Discrimination and Academic Achievement Among Urban Caribbean Black and African American Youth : School Bonding and Family Support as Protective Factors. / Bryan, Julia A.; Williams, Joseph M.; Kim, Jungnam; Morrison, Stephaney S.; Caldwell, Cleopatra H.

In: Urban Education, 01.01.2018.

Research output: Contribution to journalArticle

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