Search

Racial disparities in school discipline may have collateral consequences on the larger non‐suspended student population. The present study leveraged two longitudinal datasets with 1201 non‐suspended adolescents (48% Black, 52% White; 55% females, 45% males; Mage: 12–13) enrolled in 84 classrooms in an urban mid‐Atlantic city of the United States during the 2016–2017 and 2017–2018 academic years. Classmates' minor infraction suspensions predicted greater next year's defiant infractions among non‐suspended Black adolescents, and this longitudinal relation was worse for Black youth enrolled in predominantly Black classrooms. For White youth, classmates' minor infraction suspensions predicted greater defiant infractions specifically when they were enrolled in predominantly non‐White classrooms. Racial inequities in school discipline may have repercussions that disadvantage all adolescents regardless of race. [ABSTRACT FROM AUTHOR]

Initiatives promoting diversity, equity, and inclusion in predominantly White contexts, including STEM fields, have primarily relied on approaches to increase the representation of minoritized individuals. However, an increase in the representation of minoritized individuals is only one step of the process, as the present study suggests that explicit beliefs about particular racial groups' abilities also matter. The present article examined whether classroom racial stereotype endorsement about science and math disadvantaged Black American adolescents relative to their White American peers. Across two longitudinal studies with 533 and 1,189 adolescents (N‐adolescents = 1722; N‐classrooms = 86; 45% Black American, 55% White American; 51% females; M‐age = 13–14), classroom pro‐White/anti‐Black stereotype endorsement in the fall term predicted better science and math achievement scores for White American adolescents and lower science and math achievement scores for Black American adolescents at the end of the academic year. Student‐ and teacher‐reported student engagement in science and math classrooms mediated the longitudinal relations between classroom pro‐White/anti‐Black stereotype endorsement and students' achievement scores. Results suggest that classrooms may be important conduits for communicating racial stereotypes that create racially hostile STEM learning environments. Research Highlights: Using a longitudinal sample of 1722 adolescents enrolled in 86 classrooms, the present study examined the consequences of classroom racial stereotype endorsement during adolescence.White American adolescents demonstrated favorable achievement scores in science and math when their classmates endorsed traditional, or pro‐White/anti‐Black, stereotypes.Black American adolescents showed worse achievement scores in science and math when their classmates endorsed pro‐White/anti‐Black stereotypes.Classroom engagement mediated the longitudinal relations between classroom pro‐White/anti‐Black stereotype endorsement and achievement scores for both Black and White American adolescents. [ABSTRACT FROM AUTHOR]

Despite notable improvements in theory and methods that center the lived experiences of Black adolescents, White supremacy endures in developmental science. In this article, we focus on one methodological manifestation of White supremacy—sampling decisions that assume Black adolescents are a homogeneous group. We examine overlooked concerns about within‐group designs with Black adolescents, such as the erasure of some African diasporic communities in the United States. We first describe the homogeneity assumption and join other scholars in advocating for within‐group designs. We next describe challenges with current approaches to within‐group designs. We then provide recommendations for antiracist research that makes informed within‐group design sampling decisions. We conclude by describing the implications of these strategies for researchers and developmental science. [ABSTRACT FROM AUTHOR]

Introduction: Definitions regarding defunding or abolishing the police are highly contested in the United States. Moreover, adolescents' definitions and how socialization processes shape their definitions are unclear. Methods: Within a national sample of 822 adolescents ages 13–17 (49.69% female; 63.22% White, 16.93% Black/African American, 11.01% Hispanic/Latinx) surveyed in July 2020, this study examined how youth define defunding versus abolishing the police, how much parents talk to youth about the police (i.e., "the Talk"), and whether relations emerged between defunding/abolishing the police and "the Talk." Results: Youth supported defunding more than abolishing (d = 0.57). Support for abolishing was higher for youth who frequently received "the Talk" (b = 0.25). Differences by race and gender were uncovered in how frequently youth received "the Talk." Conclusions: Police must recognize that coercion, fear, and biased policing breed discontent and promote families to engage in protective parenting strategies including engaging in "the Talk." [ABSTRACT FROM AUTHOR]

This brief report examines whether the effects of direct and vicarious police stops on adolescents' academic adjustment via their psychological and physical well‐being differ across ethnic–racial and gender groups. Using national and longitudinal survey data from Black, Latinx, and White adolescents (N = 3004; 49% girls), we found that the police stopped more Black boys and Black girls than their ethnic–racial peers. Vicarious stops were prevalent among all groups. The effects of police stops on adolescents' adjustment outcomes were more detrimental for adolescents of color and particularly Black boys relative to their White peers. Implications are discussed regarding how law enforcement shapes disparities that disadvantage particular adolescents at the intersections of their ethnicity–race and gender. [ABSTRACT FROM AUTHOR]

Objective: The goal of this study is to analyze the voice in patients with thyroid pathology through two objective indexes with great diagnostic accuracy. Overall vocal quality was evaluated with the Acoustic Voice Quality Index (AVQI v.03.01) and the breathy voice with the Acoustic Breathiness Index (ABI). Design: Observational case‐control study. Setting: Hospital Universitario Nuestra Señora de Candelaria. Participants: Fifty‐eight subjects, 29 controls and 29 thyroidectomy candidates. Main outcome measures: All participants with thyroid pathology completed the Spanish version of Voice Handicap Index‐10. Also, patient complaints relating to possible laryngeal dysfunction were assessed through closed questions. A sustained vowel and three phonetically balanced sentences were recorded for each subject (118 samples). AVQI v.03.01 and ABI were assessed using the Praat program. Two raters perceptually evaluated each voice sample by using the Grade parameter of GRABS scale. Results: Acoustic analysis shows that 55.17% of subjects present values above the pathological threshold of the AVQI, and 58.62% above that of the ABI. Results of the Student's test comparisons of the AVQI and ABI values between the control group and the thyroid group show significantly higher values of AVQI (t[56] = −3.85, p <.001) and ABI (t[54.39] = −4.82, p <.001) in thyroidectomy candidates. Conclusion: A mild decrease in vocal quality is part of the symptomatology presented by thyroidectomy candidates. [ABSTRACT FROM AUTHOR]

This article used self‐regulated learning as a theoretical lens to examine the individual and interactive associations between a growth mindset and metacognition on math engagement for adolescent students from socioeconomically disadvantaged schools. Across three longitudinal studies with 207, 897, and 2,325 11‐ to 15‐year‐old adolescents, students' beliefs that intelligence is malleable and capable of growth over time only predicted higher math engagement among students possessing the metacognitive skills to reflect upon and be aware of their learning progress. The results suggest that metacognitive skills may be necessary for students to realize their growth mindset. Thus, growth mindsets and metacognitive skills should be promoted together to capitalize on the mutually reinforcing effects of each, especially among students in socioeconomically disadvantaged schools. [ABSTRACT FROM AUTHOR]

Historic racial disparities in the United States have created an urgent need for evidence‐based strategies promoting African American students' academic performance via school‐based ethnic‐racial socialization and identity development. However, the temporal order among socialization, identity, and academic performance remains unclear in extant literature. This longitudinal study examined whether school cultural socialization predicted 961 African American adolescents' grade point averages through their ethnic‐racial identities (49.6% males; Mage = 13.60; 91.9% qualified for free lunch). Results revealed that youth who perceived more school cultural socialization had better grades 1 and 2 years later. In addition, identity commitment (but not exploration) fully mediated these relations. Implications for how educators can help adolescents of color succeed in schools are discussed. [ABSTRACT FROM AUTHOR]

Maintaining learning engagement throughout adolescence is critical for long‐term academic success. This research sought to understand the role of metacognition and motivation in predicting adolescents' engagement in math learning over time. In two longitudinal studies with 2,325 and 207 adolescents (ages 11–15), metacognitive skills, interest, and self‐control each uniquely predicted math engagement. Additionally, metacognitive skills worked with interest and self‐control interactively to shape engagement. In Study 1, metacognitive skills and interest were found to compensate for one another. This compensatory pattern further interacted with time in Study 2, indicating that the decline in engagement was forestalled among adolescents who had either high metacognitive skills or high interest. Both studies also uncovered an interaction between metacognitive skills and self‐control, though with slightly different interaction patterns. [ABSTRACT FROM AUTHOR]

The authors examined whether the longitudinal inter‐relations between ethnic‐racial discrimination and ethnic‐racial identity vary according to the perpetrator of discrimination. The authors used three waves of data from early adolescents (n = 387; ages 11–12 at Wave 1) to assess the strength and direction of relations between perceived discrimination from non‐school adults and peers vis‐à‐vis ethnic‐racial identity exploration, commitment, private regard, and public regard. Cross‐lagged autoregressive path analyses showed that more frequent discrimination, regardless of source, had reciprocal and significant longitudinal inter‐relations with exploration and public regard. Peer discrimination predicted lower commitment and private regard 1 year later, whereas non‐school adult discrimination did not. Implications are discussed in relation to the role of peers and ethnic‐racial identity processes. [ABSTRACT FROM AUTHOR]

This study investigated trajectories of individual and vicarious online racial discrimination (ORD) and their associations with psychological outcomes for African American and Latinx adolescents in 6th-12th grade (N = 522; Mgrade  = 9th) across three waves. Data were analyzed using growth mixture modeling to estimate trajectories for ORD and to determine the effects of each trajectory on Wave 3 depressive symptoms, anxiety, and self-esteem. Results showed four individual and three vicarious ORD trajectories, with the majority of participants starting out with low experiences and increasing over time. Older African American adolescents and people who spend more time online are at greatest risk for poor psychological functioning. [ABSTRACT FROM AUTHOR]

The authors explored trajectories of perceived discrimination over a 6-year period (five assessments in 6th-11th grade) in relation to academic, behavioral, and psychological adjustment in 8th and 11th grades. They distinguished discrimination from adults versus peers in addition to overt versus covert discrimination from peers. The sample included 226 African American, White, Dominican, Puerto Rican, and Chinese adolescents (ages 11-12 at Time 1) recruited in sixth grade from six public schools in New York City. All forms of discrimination increased during middle school and decreased during high school. The frequency with which adolescents reported different sources and types of discrimination varied across ethnicity/race, but not gender. Initial levels and rates of change in discrimination predicted academic, behavioral, and psychological adjustment in 8th and 11th grades, albeit in complex ways. [ABSTRACT FROM AUTHOR]

Despite notable improvements in theory and methods that center the lived experiences of Black adolescents, White supremacy endures in developmental science. In this article, we focus on one methodological manifestation of White supremacy-sampling decisions that assume Black adolescents are a homogeneous group. We examine overlooked concerns about within-group designs with Black adolescents, such as the erasure of some African diasporic communities in the United States. We first describe the homogeneity assumption and join other scholars in advocating for within-group designs. We next describe challenges with current approaches to within-group designs. We then provide recommendations for antiracist research that makes informed within-group design sampling decisions. We conclude by describing the implications of these strategies for researchers and developmental science., (© 2022 The Authors. Journal of Research on Adolescence published by Wiley Periodicals LLC on behalf of Society for Research on Adolescence.)