Teacher-Based Racial Discrimination: The Role of Racial Pride and Religiosity Among African American and Caribbean Black Adolescents

Sheretta T. Butler-Barnes, Stephanie Cook, Seanna Leath, Cleopatra Caldwell

Research output: Contribution to journalArticle

Abstract

This study explored the extent to which private regard and religiosity beliefs serve as protective factors for school bonding among African American and Caribbean black adolescents who experience racial discrimination in school. Findings are drawn from a nationally representative sample of (n = 810) African American and (n = 360) Caribbean black adolescents (52% girls) aged 13–17 (Mage = 15, SD = 1.42) years. Results suggest that perceiving racial discrimination from teachers was associated with lower levels of school bonding for African American and Caribbean black adolescents. For African American adolescents, perceiving more racial discrimination from teachers and reporting lower private regard beliefs was associated with less school bonding. The findings for Caribbean black adolescents revealed that endorsing moderate levels of religiosity and perceiving higher rates of teacher discrimination was associated with less school bonding. The developmental significance and implications for future research are discussed.

Original languageEnglish (US)
Pages (from-to)30-41
Number of pages12
JournalRace and Social Problems
Volume10
Issue number1
DOIs
StatePublished - Mar 1 2018

Keywords

  • African American
  • Caribbean black American
  • Racial discrimination
  • Racial identity
  • Religiosity
  • School bonding

ASJC Scopus subject areas

  • Anthropology
  • Sociology and Political Science

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