African American Adolescents’ Discrimination Experiences and Academic Achievement: Racial Socialization as a Cultural Compensatory and Protective Factor

By Enrique W. Neblett, Cheri L. Philip, Courtney D. Cogburn, Robert M. Sellers. 2006

400 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/99e7fce25197b937d56d908829d9f823d28bb0c7

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Citations in the corpus

The Promise of Racial and Ethnic Protective Factors in Promoting Ethnic Minority Youth Development (2012, background): “While it is commonly assumed that ethnic-racial socialization is associated with positive youth developmental outcomes, several investigations have also reported negative associations with specific dimensions of ethnic-racial socialization (e.g., cultural socialization and preparation for bias; Mars”
Racial Discrimination and Resilience in African American Young Adults: Examining Racial Socialization as a Moderator (2011, background): “In spite of its complexity, racial socialization is believed to help the development and reinforcement of racial and cultural pride and proactive coping mechanisms that allow African Americans to adequately handle racist experiences (Bynum et al., 2007; Neblett et al., 2006; Stevenson et al., 2002; ”
Racial Discrimination and African American Adolescents’ Adjustment: Gender Variation in Family and Community Social Support, Promotive and Protective Factors (2012, neutral): “…prior research suggesting that racial discrimination is associated with more negative academic outcomes (Chavous et al. 2008; Dotterer et al. 2009; Neblett et al. 2006), the current investigation, did not demonstrate an association between adolescents’ perceptions of racial discrimination and…”
Racial Socialization as a Mechanism for Positive Development Among African American Youth (2012, positive): “Although the literature on racial socialization has not focused on egalitarianism as widely as on other dimensions, recent studies have found relations with academic or cognitive outcomes (Banerjee, Harrell, & Johnson, 2011; Neblett et al., 2006).”
Disentangling Curiosity: Dimensionality, Definitions, and Distinctions from Interest in Educational Contexts (2014, methodology): “These include measures such as the Sensation-Seeking Scale V (SSS-V; Zuckerman 1979), used in four studies, the Novelty Experiencing Scale (NES; Pearson 1970), used in two studies, and the Scale of Behavioral Engagement (Neblett et al. 2006; Smalls et al. 2007), used in two studies.”
Black Parents as Advocates, Motivators, and Teachers of Mathematics (2015, positive): “This has important implications, as it suggests that self-determination and egalitarian messages may buffer the negative effects that biased teacher expectations have on academic achievement (Neblett et al., 2006).”
Patterns of Racial Socialization and Psychological Adjustment: Can Parental Communications About Race Reduce the Impact of Racial Discrimination? (2008, background): “Much of the existing research has reported positive relationships between receiving various youth-reported racial socialization messages and a variety of child outcomes related to psychological adjustment (e.g., Bowman & Howard, 1985; Caughy et al., 2002; Fischer & Shaw, 1999; Knight, Cota, & Bernal”