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Investigating Sources and Processes of Racial Learning Over Time During Adolescence
Investigating Sources and Processes of Racial Learning Over Time During Adolescence
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152130
- ISBN
- 9798384435297
- DDC
- 136
- 서명/저자
- Investigating Sources and Processes of Racial Learning Over Time During Adolescence
- 발행사항
- [Sl] : New York University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 167 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
- 주기사항
- Advisor: Hughes, Diane Leslie.
- 학위논문주기
- Thesis (Ph.D.)--New York University, 2024.
- 초록/해제
- 요약This dissertation comprises two papers that examine the mechanisms and influences on racial learning among early adolescents, particularly focusing on preparation for bias from parents and experiences of race-based discrimination. The first paper uses 3 waves of quantitative data in a sample of Black, Dominican, and Chinese adolescents to explore longitudinal relationships between parental preparation for bias messages and adolescents' perceptions of race-based stigma and discrimination. Utilizing latent curve modeling with structured residuals (LCM-SR), the study investigates the dynamic interplay between parents' preparation for bias messages and adolescents' racial awareness over time from 6th to 8th grade. Race and gender differences in the intercepts and slopes of these variables over time are discussed.The second paper delves into non-parental sources of racial learning by analyzing adolescents' narratives about their everyday experiences with race. Using qualitative methods, this study identifies common sources, types, and settings of racial socialization experiences reported by Black adolescents. The narratives reveal that racial learning is influenced not only by parental messages but also by interactions with peers, school environments, and societal observations. This broader perspective underscores the multifaceted nature of racial learning and the importance of considering various ecological contexts in understanding how adolescents develop their racial identities.Integrating both qualitative and quantitative approaches, the dissertation provides a deeper understanding of the sources of racial learning that shape youths' racial knowledge and awareness as they progress through early adolescence.
- 일반주제명
- Developmental psychology
- 일반주제명
- Social psychology
- 일반주제명
- Public administration
- 키워드
- Perceived stigma
- 키워드
- Public regard
- 키워드
- Racial awareness
- 키워드
- Racial identity
- 키워드
- Racial learning
- 기타저자
- New York University Applied Psychology
- 기본자료저록
- Dissertations Abstracts International. 86-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152130
■006m o d
■007cr#unu||||||||
■020 ▼a9798384435297
■035 ▼a(MiAaPQ)AAI31483227
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a136
■1001 ▼aWatford, Jon Alexander.
■24510▼aInvestigating Sources and Processes of Racial Learning Over Time During Adolescence
■260 ▼a[Sl]▼bNew York University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a167 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: A.
■500 ▼aAdvisor: Hughes, Diane Leslie.
■5021 ▼aThesis (Ph.D.)--New York University, 2024.
■520 ▼aThis dissertation comprises two papers that examine the mechanisms and influences on racial learning among early adolescents, particularly focusing on preparation for bias from parents and experiences of race-based discrimination. The first paper uses 3 waves of quantitative data in a sample of Black, Dominican, and Chinese adolescents to explore longitudinal relationships between parental preparation for bias messages and adolescents' perceptions of race-based stigma and discrimination. Utilizing latent curve modeling with structured residuals (LCM-SR), the study investigates the dynamic interplay between parents' preparation for bias messages and adolescents' racial awareness over time from 6th to 8th grade. Race and gender differences in the intercepts and slopes of these variables over time are discussed.The second paper delves into non-parental sources of racial learning by analyzing adolescents' narratives about their everyday experiences with race. Using qualitative methods, this study identifies common sources, types, and settings of racial socialization experiences reported by Black adolescents. The narratives reveal that racial learning is influenced not only by parental messages but also by interactions with peers, school environments, and societal observations. This broader perspective underscores the multifaceted nature of racial learning and the importance of considering various ecological contexts in understanding how adolescents develop their racial identities.Integrating both qualitative and quantitative approaches, the dissertation provides a deeper understanding of the sources of racial learning that shape youths' racial knowledge and awareness as they progress through early adolescence.
■590 ▼aSchool code: 0146.
■650 4▼aDevelopmental psychology
■650 4▼aSocial psychology
■650 4▼aPublic administration
■653 ▼aPerceived stigma
■653 ▼aPublic regard
■653 ▼aRacial awareness
■653 ▼aRacial identity
■653 ▼aRacial learning
■653 ▼aRacial socialization
■690 ▼a0620
■690 ▼a0451
■690 ▼a0617
■71020▼aNew York University▼bApplied Psychology.
■7730 ▼tDissertations Abstracts International▼g86-03A.
■790 ▼a0146
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163062▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
