Ethnic Identity, Gender, and Adolescent Attitude toward School: Adaptive Perspectives in Diverse Settings.

Abstract

The relationships between adolescent ethnic identity and attitudes toward school and school climate are investigated in a small, multiracial/multiethnic city in the Great Lakes region with ethnically diverse adolescents taught by primarily White teachers. The mixed methods investigation of 986 eighth through eleventh grade students during the 2010-2011 academic year suggests that the relationship between ethnic identity and attitude toward school is a complex interaction among individual characteristics of ethnicity/race, ethnic identity, gender, and ecological context. Quantitative results reveal that White female and Hispanic and African American male students exhibit strong ethnic identity that correlates positively with school attitude; however, qualitative results indicate very different paths in getting to those outcomes. Hispanic students appear to benefit from a strong ethnic identity that assists with positive relationships at school, while African American male students utilize parental cultural socialization as a protective function in school. The results emphasize the implications of positive school climates for all students.

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Cite this paper

@article{Booth2014EthnicIG, title={Ethnic Identity, Gender, and Adolescent Attitude toward School: Adaptive Perspectives in Diverse Settings.}, author={Margaret Zoller Booth and Erin M Curran and Christopher Frey and J. M. Gerard and Bruce A. Collet and Jennifer Bartimole}, journal={Mid-western educational researcher}, year={2014}, volume={26 2}, pages={3-27} }