IMPACT OF SCHOOL-BASED PERCEIVED RACIAL DISCRIMINATION IN MIDDLE SCHOOL ON AFRICAN AMERICAN HIGH SCHOOL GRADUATION AND ACADEMIC ABILITY SELF-CONCEPT

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dc.contributor.advisorO'Neal, Colleenen_US
dc.contributor.authorEstevez, Gabriellaen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2019-06-21T05:38:16Z
dc.date.available2019-06-21T05:38:16Z
dc.date.issued2019en_US
dc.description.abstractThis study will examine how school-based perceived racial discrimination in middle school impacts long-term academic outcomes for African American adolescents via the mediator of depression. The present study will test this model using data from a sample of African American students within the Maryland Adolescent Development in Context Study (MADICS), a public use data set collected from 1991-2000. Three separate waves will be examined (a) 8th grade (N = 533); (b) 11th grade (N = 399); (c) one year after high school (N = 243). Measures in this study are all self-report and include school-based perceived racial discrimination from teachers and peers (8th grade), depressive symptoms (8th and 11th grade), and the academic outcomes of high school graduation and academic ability self-concept (1 yr. after high school) from youth self-reports.en_US
dc.identifierhttps://doi.org/10.13016/zvw5-dvty
dc.identifier.urihttp://hdl.handle.net/1903/22132
dc.language.isoenen_US
dc.subject.pqcontrolledPsychologyen_US
dc.titleIMPACT OF SCHOOL-BASED PERCEIVED RACIAL DISCRIMINATION IN MIDDLE SCHOOL ON AFRICAN AMERICAN HIGH SCHOOL GRADUATION AND ACADEMIC ABILITY SELF-CONCEPTen_US
dc.typeThesisen_US

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