Discrimination-Related Stress and Behavioral Engagement: The Moderating Effect of Positive School Relationships

Abstract

Purpose

This three-wave longitudinal study explored the relation between discrimination-related stress and behavioral engagement among urban African-American and Latino adolescents, and the moderating effect of school-based social support.

Design/methodology/approach

A sample of 270 African-American and Hispanic/Latino adolescents attending urban public high schools completed three annual surveys starting with 10th grade.

Findings

Growth curve analysis revealed that discrimination-related stress was associated with decreased behavioral engagement over time.

School-based social support moderated this effect in that discrimination-related stress had less of an impact on behavioral engagement as level of school-based social support increased.

Practical implications

School-based supportive relationships serve as a protective factor for urban African-American and Latino youth, helping them remain engaged in school as they deal with the negative effects of discrimination-related stress.

Originality/value

The findings reveal that the development of positive, supportive relationships in school seems to be a malleable variable that interventionists and educational advocates can focus on in an effort to bolster academic achievement among academically stigmatized youth.

Citation

Rogers-Sirin, L., Sirin, S.R. and Gupta, T. (2016), "Discrimination-Related Stress and Behavioral Engagement: The Moderating Effect of Positive School Relationships", Education and Youth Today (Sociological Studies of Children and Youth, Vol. 20), Emerald Group Publishing Limited, Leeds, pp. 3-29. https://doi.org/10.1108/S1537-466120160000020001