Human Develpment Final

7/31/2019 Human Develpment Final

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Thompson, R. A., Gregory, A. (2010, September 13). Examining the Influence of Perceived

Discrimination During African American Adolescents Early Years of High School. Education

and Urban Society 43: 3-25. Retrieved fromhttp://eus.sagepub.com/content/43/1/3.short

A study consisting of low-achieving African Americans took place at a large public high school in

a midsized southeastern city. The high school held approximately 1,200 students of which only 46 where

involved in the study. The study followed the 46 students through the first two years of their high school

experience. The purpose of this study was to determine the influence that the students perceived

discrimination had on their classroom engagement and academic identification; and writher of not

students perception would change over time. The study also examined the correlation between the

students racial identity/racial centrality; racial support and the impact these variables had on their

perception of discrimination in their school.

The students during the first year (9 th grade) were given surveys to complete. The surveys were

rated on a 6, and 7 point Likert-type scale. Each student were asked to rate their classroom engagement,

racial centrality and perceptions of discrimination. The students were also given surveys during their

second (10th

grade) year. Again, the students were asked to rate their classroom engagement andperception of discrimination. However, they were also asked to rate their perceived racial support and

their academic identification. Upon the completion of the surveys the results determined that the level of

perceived discrimination ranged from name calling, to feeling inferior did not significantly change from

9th grade to 10th grade. Students who reported experiences of discrimination in their first year of high

school also reported being less engaged in the classroom during their second year of high school

(Thompson, R.A., Gregory, A, 2010). Students who reported high academic identification also reported

being engaged in the classroom; those who reported low academic identification also reported being less

engaged in the classroom. The study also determined that racial support did not really affect the students

perceived discrimination.

I think that this was a very promising study. However, I feel as if the sample size was not bigenough to produce accurate results. This was a sample of 46 African American students in one high

school. Therefore, I did not agree that the results of the study reflected the seriousness of racial

discrimination in schools and how much the variables involved can impact academic success. I also felt as

if the time length was not long to determine if the students perceived discrimination would change over

time.

According to our text (pg.173), long time effects of low academic identification can lead to

students adapting performance-avoidance goals. Students to avoid looking stupid or dumb will

psychologically disengage from academic participation and be less engage in classroom learning. Our

text, also states that stereotype threats can have short-term effects on test performance by inducing test

anxiety and could potentially undermine performance. In conclusion, racial discrimination can potentiallyhave a huge impact students academic identification, engagement in the classroom and participation in

their own learning. Students who feel discriminated against might be less incline to place importance on

their learning, which in turn could cause students to drop out of school.
http://eus.sagepub.com/content/43/1/3.shorthttp://eus.sagepub.com/content/43/1/3.shorthttp://eus.sagepub.com/content/43/1/3.shorthttp://eus.sagepub.com/content/43/1/3.short


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Seaton, K.E, Yip, T. (2008, October 24). School and Neighborhood Context, Perceptions of Racial

Discrimination, and Psychological Well-being Among African American Adolescents. Journal of Youth

and Adolescents 38:153-163. Retrieved fromhttp://www.springerlink.com/content/k6671g5251g74j67/

A study consisting of two hundred and fifty two urban African American adolescents took place

in a large northeastern city. The study was composed of 116 males (46 percent) and 136 females (54

percent) from ages 13 to 18. The study targeted 51 public schools, which only eight were chosen. The

students were interviewed between 30 to 60 minutes, debriefed and then allowed to ask questions. The

purpose of the study was to determine rather or not the diversity of the students neighborhood and school

would influence the students perceptions of racial discrimination, and psychological well -being. The

students then reported that 56 percent of their parent/guardians were either married/cohabitating, 9

percent were separated, 8 percent divorced; 22 percent never married and 4 percent were widowed. Thestudents were also asked to report their parent/guardians education levels: less than 8 percent had high

school diploma, 45 percent had at least a high school diploma, 25 percent attend at least one year of

college or had an associate degree; 11 percent had a bachelors degree and only 8 percent had a graduates

degree. The students neighborhood racial diversity was determine using the data from the United States

Census in 2000. Each student was then asked to provide their current residential address and the

information was used to determine the racial composition of the neighborhood. The students school

diversity was obtained based on the percentage of African American, Hispanic, White and Asian students.

The results from the study determined that the students who lived in high diverse neighborhoods

and attended high diverse schools reported increased perceptions of racial discrimination. The study also

made the connection between poor or low self-esteem in high diversity settings. Students also reported

lower life satisfaction in low diversity settings. However, the study concluded that the students perceived

more institutionalized discrimination then individual discrimination.

I think that this study was very successful in some many different areas. For starters, the sample

size was large enough that a reasonable result could be determined. Also, the students from the study

were not all from the same school or neighborhood. This method was perhaps best strategy to help obtain

accurate results based on real information. I was not surprised by the results given the fact that grew up in

a diverse neighborhood and could relate to the findings. I agree with the assessment given by the results

of the study.

According to our text (pg.171), we notice information that conforms or agrees with our

stereotype-our scheme-and miss or dismiss information that does not fit. In high diverse settings such as

neighborhoods or schools, people from different ethnic backgrounds tend to assume or judge others based

on preconceived ideas/views. This means that the chance of African Americans being discriminated

against is highly likely. Less than 10 percent of scientists, engineers, and mathematicians in the United

States are either African American or Hispanic American (WoolFolk, A., 2010). To what degree does this

teach young impressible African Americans?
http://www.springerlink.com/content/k6671g5251g74j67/http://www.springerlink.com/content/k6671g5251g74j67/http://www.springerlink.com/content/k6671g5251g74j67/http://www.springerlink.com/content/k6671g5251g74j67/


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Pershey, G.M., (2011). A Comparison of African American Students Self-Perceptions of school

Competence with their performance on State-Mandated Achievement Tests and NormedTests of Oral and Written Language and Reading. Preventing School Failure:

Alternative Education for children and Youth, 55:1, 53-62. Retrieved from

http://www.tandfonline.com/doi/abs/10.1080/10459880903472835

In an urban suburb setting 10 miles from the center of a large city, a study involving two hundred

and sixty three students was conducted. Out of those numbers, 144 students were in the fourth-

grade (64 boys, 76 girls) and 123 students were in the sixth grade (56 boys, 67 girls) ranging

from ages 10 to 12. The purpose of this study was to measure how participants self-perceptions

of school competence might affect their performance on mandated testing in addition to the

effect of their language skills (Pershey, G.M, 2011). Starting in February to June 2011, students

were tested individually and also placed into small groups of 10. Students were allowed to leave

class and assigned to unused rooms/areas designed as testing stations. Students completed a total

of 3-4 hours of testing each day. Students attended between 2 to 4 sessions over 4 days a week.

Upon completion of each test, students were then rotated to different testing stations. Students

were tested on oral/written language and reading and the PASS. To avoid order effects the tests

were administered in random order.

The study determined that the general ability of the fourth-graders were slightly below

average.
http://www.tandfonline.com/doi/abs/10.1080/10459880903472835http://www.tandfonline.com/doi/abs/10.1080/10459880903472835http://www.tandfonline.com/doi/abs/10.1080/10459880903472835


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