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How Social Group Membership How Social Group Membership Gets “Under the Skin”: Gets “Under the Skin”: Discrimination and Discrimination and Educational Inequities Educational Inequities Jacquelynne Eccles Jacquelynne Eccles LLAKES Conference LLAKES Conference London London July 5, 2010 July 5, 2010

How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

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Page 1: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

How Social Group Membership Gets How Social Group Membership Gets “Under the Skin”:“Under the Skin”:

Discrimination and Educational Discrimination and Educational InequitiesInequities

Jacquelynne EcclesJacquelynne EcclesLLAKES ConferenceLLAKES Conference

LondonLondonJuly 5, 2010July 5, 2010

Page 2: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Goals of my talkGoals of my talk Look at social group membership as a broader

social context for development and identity formation – Discuss how membership in ascribed social groups

such as gender, ethnicity, social class can influence Both one’s experiences (Outside In) and One’s Social and Personal Identities, which, in turn, can

influence behavioral choices (Inside Out)

Present some empirical findings from our longitudinal study of African-American youth living near Washington DC as one example of such processes.

Page 3: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Outside InOutside InSocial Group Membership can Social Group Membership can

affect the ways in which people affect the ways in which people respond to yourespond to you

Differential treatment and provision of experiences (Ruble & Martin)

Experiences related to daily experiences of discrimination and racism (Essed; Feagin)

More pervasive structural forms of racism and inequality (McLoyd; Ogbu; Omi & Winant; Schoon)

Page 4: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Inside OutInside OutEthnicity Can Affect Self Processes Ethnicity Can Affect Self Processes

Stereotypes about future discrimination can lead to oppositional identity formation (Fordham & Ogbu)

Knowledge of stereotypes can lead to stereotype-threat effects (Steele & Aronson)

Incorporating stereotypes into one’s personal identity can lead to stereotypic perceptions of one’s skills and opportunities and stereotypic goals and aspirations (Ashmore; Crocker; Deaux; Eccles; Ruble)

Page 5: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Inside OutInside Out

Ethnicity and Social Identity Formation Ethnicity and Social Identity Formation

Let me step back here and say a bit more about the distinction between personal and social identities.

Page 6: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

What do I mean by the distinction between social (collective) and personal identities?

•Social identity refers to that part of an individual's self‑concept that derives from his/her knowledge of and attitudes toward membership in a social group coupled with the value and emotional significance attached to that membership.

•Social identities are that part of the collective self that defines the individual in terms of his/her shared similarities with members of certain social groups

•Social identities serve the function of relatedness and membership.

 

Page 7: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

What do I mean by the distinction between social (collective) and personal identities?

•Social identities include those that are socially ascribed (race and gender) as well as those that emanate from group memberships of choice.

•Different social identities may vary in salience in time and as a function of various social situations.

 

Page 8: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

What do I mean by the distinction between social (collective) and personal identities?

Personal identity refers to that part of an individual’s self-concept that makes a person feel unique. It is most similar to the type of identity Erikson was interested it.

I am most concerned with the content of both personal and social identities because these aspects of identities influence behavioral choices and engagement intensity.

 

Page 9: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

How Might Social and Personal Identities Influence Behavioral Choices and Engagement Intensity?

– Through Their Influence on Individuals’

Expectancies/ Ability Self-Concepts (the ME selves)

Subjective Task Values linked to Goals, Aspirations, and Possible Selves

Page 10: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

PersonalExperiences

PersonalExperiences

Subcultural Beliefs, Images,Stereotypes

Subcultural Beliefs, Images,Stereotypes

Societal Beliefs,Images, Ideology,Stereotypes

Societal Beliefs,Images, Ideology,Stereotypes

• Personal Identities Self-concepts Self-schema Future possible selves Values Goals, Aspirations

• Personal Identities Self-concepts Self-schema Future possible selves Values Goals, Aspirations

• Social Identities Salience Content Perception of barriers and opportunities linked to category membership

• Social Identities Salience Content Perception of barriers and opportunities linked to category membership

ExpectationsPersonal Efficacy

ExpectationsPersonal Efficacy

Perceived Valueof Specific Activities

Perceived Valueof Specific Activities

BehaviorPatterns &Choices

BehaviorPatterns &Choices

Page 11: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

"...in discussing identity ...we cannot separate personal growth and communal change, nor can we separate the identity crisis in individual life and contemporary crises in historical development because the two help to define each other and are truly relative to one another. In fact, the whole interplay between the psychological and the social, the developmental and the historical, for which identity formation is of prototypal significance, could be conceptualized as a kind of psychosocial relativity." (Erikson, Identity. Youth and Crisis, 1968; pg. 23)

Page 12: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

"A child has many opportunities to identify himself, more or less experimentally, with real or fictitious people of either sex and with habits, traits, occupations, and ideas .... However, the historical era in which he lives offers only a limited number of socially meaningful models for workable combinations of identity fragments. Their usefulness depends on the way in which they simultaneously meet the requirements of the organism's maturational stage, the ego's style of synthesis, and the demands of the culture.“

(Erikson,1968, Identity, Youth and Crisis, pp 53‑54)

Page 13: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Inside OutInside Out

Ethnicity and Social Identity Formation Ethnicity and Social Identity Formation Ethnicity salience can lead to social identity

formation (Aboud; Cross; McGuire; Phinney; Omi & Winant)

 Social identities can influence goals and aspirations, as well as behavioral style and friendship networks, which, in turn can influence behavior (Eccles; Gurin; Fordham & Ogbu; Kao; Mickelson; O’Connor; Oyserman; Rotherman & Phinney; Spencer; Sellers; Taylor; Ruble)

– Need to understand individual’s stereotypes of their own group– Need to understand the centrality of group membership to the

individual’s core identities

Page 14: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Inside OutInside Out

Ethnicity and Social Identity Formation Ethnicity and Social Identity Formation

Social identities can help adolescents make meaning of experiences of racism and discrimination (Cross; Deaux; Phelan; Sellers; Spencer)

– Buffer or exacerbate the influences of stigmatizing social group related experiences

– Oppositional Identity formation

– Resistance at personal and/or social level

Page 15: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

PersonalExperiences

PersonalExperiences

Subcultural Beliefs, Images,Stereotypes

Subcultural Beliefs, Images,Stereotypes

Societal Beliefs,Images, Ideology,Stereotypes

Societal Beliefs,Images, Ideology,Stereotypes

• Personal Identities Self-concepts Self-schema Future possible selves Values Goals, Aspirations

• Personal Identities Self-concepts Self-schema Future possible selves Values Goals, Aspirations

• Social Identities Salience Content Perception of barriers and opportunities linked to category membership

• Social Identities Salience Content Perception of barriers and opportunities linked to category membership

ExpectationsPersonal Efficacy

ExpectationsPersonal Efficacy

Perceived Valueof Specific Activities

Perceived Valueof Specific Activities

BehaviorPatterns &Choices

BehaviorPatterns &Choices

Page 16: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Illustrate with one empirical Illustrate with one empirical exampleexample

Experiences of Racism

And How Such Experiences Can Help Us Understand Group Differences in School

Achievement

Page 17: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Use This Approach to Use This Approach to Understand Group Differences in Understand Group Differences in

Achievement or Life-ChoicesAchievement or Life-Choices

African-American youth continue to do less well academically in school than European-American youth– High school grades– High school completion rates– Standardized test scores– College attendance rates

Page 18: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

WHY?WHY?

Inequities in opportunities and barriers – – Institutional and structural racism

Differential face-to-face treatment - Racism

Page 19: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Contributors to the Maryland Contributors to the Maryland Adolescent Development in Context Adolescent Development in Context

Study (MADICS)Study (MADICS) Jacquelynne Eccles, PI Arnold Sameroff, PI

W. Todd Bartko Elaine Belansky Diane Early Kari Fraser Leslie Gutman Yael Harlap Katie Jodl Ariel Kalil

Linda Kuhn Alice Michael Melanie Overby Stephen Peck Katherine Rosenblum Robert Roeser Sherri Steele Erika Taylor Cynthia Winston Carol Wong

Page 20: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Funders Funders

MacArthur Research Network on Successful Pathways Through Adolescence:– Chair Richard Jessor

NICHDW.T. GrantSpencer FoundationUniversity of ColoradoUniversity of Michigan

Page 21: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

SampleSample

Respondent characteristics:– African-American – N=625– Average age = 11 at

Wave 1– Seventh grade at W 1– 53 % male– Data presented today

were collected in Fall of 7th grade and Summer following 8th grade

Family background:

– Median Family Income (1993): $50-55,000

– Highest Education: 38% College Degree

– Highest Occupation: 44% Skilled 30% Professional

Page 22: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Longitudinal Mixed MethodsLongitudinal Mixed Methods

Face-to-face, in home interviews with youth and their parents which included both close-ended and quite open-ended questions

Self-administered questionnaires with youth and their parents

Open-ended phone interviews with youth and their parents

Repeated intensive interviews with a subset of the youth

Page 23: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Data CollectionData Collection

Fall of 7th Grade Summer following 8th GradeFall and Winter of 11th GradeFall after 12th GradeThree Years after High School

Page 24: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Two Types of Perceived Two Types of Perceived DiscriminationDiscrimination

Future discrimination

Day to Day experiences of discrimination

Page 25: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010
Page 26: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Day to Day Discrimination: Day to Day Discrimination: Sample ItemsSample Items

How often do you … because of your race:– Get into fights with kids– Not get picked for certain school activities

How often does your teacher … because of your race:– Call on you– Grade you harder– Discourage you from taking certain classes– Think you are less smart.

Page 27: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

0%

10%

20%

30%

40%

50%

Per

cent

One

Tim

e or

Mor

e

Whites

Blacks

Adolescents’ Race-Related Experiences in SchoolAdolescents’ Race-Related Experiences in SchoolEighth GradeEighth Grade

Call on You Grade You Harsher Think You Are Discourage Less Harder Discipline Less Smart From Taking Classes

Page 28: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010
Page 29: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010
Page 30: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

ConclusionConclusion

Daily experiences of perceived racial discrimination appear to undermine many aspects of the healthy development of African American JHS youth.

In contrast, anticipated future racial discrimination has very little impact

Page 31: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Modeling Developmental Modeling Developmental AssociationsAssociations

Next we used SEM to model these effects on school achievement in a more theoretically driven manner

We included the perceived racial discrimination experienced by parents

Page 32: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

0%

20%

40%

60%

80%

100%

Percent of Adolescents’ Parents Experiencing Racial Percent of Adolescents’ Parents Experiencing Racial Discrimination in Their CommunitiesDiscrimination in Their Communities

Black Black White White Males Females Males Females

Page 33: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Youth Perception of Glass Ceiling

Youth Perception of Discrimination

by Teachers

Youth Perception of Discrimination

by Peers

Parent Perception of Discrimination

at Work

Parent Perception of Discrimination

in Community

Youth Value of School

AcademicAchievement

Youth Self-Concept

of Ability

R2 = .12

R2 = .31

R2 = .36

.10*

-.31***

-.25***

.09+

-.13**

.11*-.04-.25***

.11*

-.11*

.09**

.22***

Relation of Different Types of Racial DiscriminationRelation of Different Types of Racial Discrimination to African American Adolescents’ Academic Motivation and Achievementto African American Adolescents’ Academic Motivation and Achievement

Page 34: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Youth Perception of Glass Ceiling

Youth Perception of Discrimination

by Teachers

Youth Perception of Discrimination

by Peers

Parent Perception of Discrimination

at Work

Parent Perception of Discrimination

in Community

Youth Value of School

AcademicAchievement

Youth Self-Concept

of Ability

R2 = .12

R2 = .31

R2 = .36

.10*

-.31***

-.25***

.09+

-.13**

.11*-.04-.25***

.11*

-.11*

.09**

.22***

Relation of Different Types of Racial DiscriminationRelation of Different Types of Racial Discrimination to African American Adolescents’ Academic Motivation and Achievementto African American Adolescents’ Academic Motivation and Achievement

Page 35: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Youth Perception of Glass Ceiling

Youth Perception of Discrimination

by Teachers

Youth Perception of Discrimination

by Peers

Parent Perception of Discrimination

at Work

Parent Perception of Discrimination

in Community

Youth Value of School

AcademicAchievement

Youth Self-Concept

of Ability

R2 = .12

R2 = .31

R2 = .36

.10*

-.31***

-.25***

.09+

-.13**

.11*-.04-.25***

.11*

-.11*

.09**

.22***

Relation of Different Types of Racial DiscriminationRelation of Different Types of Racial Discrimination to African American Adolescents’ Academic Motivation and Achievementto African American Adolescents’ Academic Motivation and Achievement

Page 36: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Youth Perception of Glass Ceiling

Youth Perception of Discrimination

by Teachers

Youth Perception of Discrimination

by Peers

Parent Perception of Discrimination

at Work

Parent Perception of Discrimination

in Community

Youth Value of School

AcademicAchievement

Youth Self-Concept

of Ability

R2 = .12

R2 = .31

R2 = .36

.10*

-.31***

-.25***

.09+

-.13**

.11*-.04-.25***

.11*

-.11*

.09**

.22***

Effects of Different Types of Racial DiscriminationEffects of Different Types of Racial Discrimination on African American Adolescents’ Academic Motivation and Achievementon African American Adolescents’ Academic Motivation and Achievement

Page 37: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Youth Perception of Glass Ceiling

Youth Perception of Discrimination

by Teachers

Youth Perception of Discrimination

by Peers

Parent Perception of Discrimination

at Work

Parent Perception of Discrimination

in Community

Youth Value of School

AcademicAchievement

Youth Self-Concept

of Ability

R2 = .12

R2 = .31

R2 = .36

.10*

-.31***

-.25***

.09+

-.13**

.11*-.04-.25***

.11*

-.11*

.09**

.22***

Effects of Different Types of Racial DiscriminationEffects of Different Types of Racial Discrimination on African American Adolescents’ Academic Motivation and Achievementon African American Adolescents’ Academic Motivation and Achievement

Page 38: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Thus, there is strong supportThus, there is strong support for the undermining impact of for the undermining impact of

daily experiences of discrimination daily experiences of discrimination in school in school

on on school achievement school achievement

as well as on other indicators of as well as on other indicators of healthy adolescent development. healthy adolescent development.

Page 39: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Furthermore,Furthermore,these effects appear to these effects appear to

influence academic influence academic achievement through their achievement through their influence on the students’influence on the students’

Ability Self ConceptsAbility Self ConceptsSubjective Task ValuesSubjective Task Values

Page 40: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

We see the similar processes We see the similar processes when we look at gender and when we look at gender and

its association with its association with educational choiceseducational choices

although these are linked less although these are linked less to experiences of to experiences of

discrimination and more to discrimination and more to experiences related to experiences related to

gender-role socializationgender-role socialization

Page 41: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Predicting Number of Honors Math ClassesPredicting Number of Honors Math ClassesN = 223 (honors students)N = 223 (honors students)

Gender

Math Aptitude

Self-Concept of Ability in

Math

(R² = .06)

Interest in Math

(R² = .02)

Utility of Math

(R² = .04)

Number of Honors Math

Courses

(R² = .19)

.15

.12

.14.18

.14

.13

.25

Page 42: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Predicting # of Physics ClassesPredicting # of Physics Classes

Page 43: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010

Thank youThank you

Web Address:Web Address:www.rcgd.isr.umich.edu/garpwww.rcgd.isr.umich.edu/garp

Page 44: How Social Group Membership Gets “Under the Skin”: Discrimination and Educational Inequities Jacquelynne Eccles LLAKES Conference London July 5, 2010