The DOI matches its Crossref record; 67 of the 67 references it cites were found in a registry or an index.
Sociocultural Factors and School Engagement Among African American Youth: The Roles of Racial Discrimination, Racial Socialization, and Ethnic Identity
Open accessAbstract
This study investigated the links between racial discrimination and school engagement and the roles of racial socialization and ethnic identity as protective factors in those linkages in a sample of 148, sixth through twelfth grade African American adolescents from working and middle-class two-parent families. In home interviews, youth described their ethnic identity, discrimination experiences at school, and school engagement (school bonding, school grades, school self-esteem), and parents rated their racial socialization practices. Analyses revealed that discrimination was negatively related to school self-esteem and school bonding. Racial socialization had additive effects on school self-esteem and school bonding, but did not moderate the discrimination—school engagement association. For boys, ethnic identity had additive effects on school bonding, but for girls, ethnic identity moderated the relation between discrimination and school bonding: when girls experienced more discrimination and had a lower ethnic identity, they reported lower school bonding. Discrimination, racial socialization, and ethnic identity were not related to school grades.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“they also exhibit better adjustment at school, such as higher levels of school engagement and belonging as well as greater involvement with peers (Dotterer, McHale, & Crouter, 2009; Tran & Lee, 2011; M. T. Wang, 2012).”
From Cultural Socialization Across Contexts: Family–Peer Congruence and Adolescent Well-Being (2016) · cites this paper as Dotterer, McHale, & Crouter, 2009
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Baron, R. M., & Kenny, D. A. (1986) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.51.6.1173 · Cited by 91,532
Multiple regression: testing and interpreting interactions
(1992) · Choice Reviews Online · doi:10.5860/choice.29-3352 · Cited by 36,647
The Ecology of Human Development: Experiments by Nature and Design
Bronfenbrenner, U. (1979) · Harvard University Press eBooks · doi:10.4159/9780674028845 · Cited by 26,084
The Multigroup Ethnic Identity Measure: A New Scale for Use with Diverse Groups
Phinney, J. S. (1992) · Journal of Adolescent Research · doi:10.1177/074355489272003 · Cited by 3,813
At the Threshold: The Developing Adolescent
Feldman, S. S., & Elliott, G. R. (1990) · Cited by 3,136
Journal on Educational Psychology
Winston, J., Mandernach, J., Winsor, D. L., Sinnott, J. D., & Gujjar, A. A. (2014) · Cited by 2,947
Davis-Kean, P. E. (2005) · Journal of Family Psychology · doi:10.1037/0893-3200.19.2.294 · Cited by 2,466
The Study of Stress and Competence in Children: A Building Block for Developmental Psychopathology
Garmezy, N., Masten, A. S., & Tellegen, A. (1984) · Child Development · doi:10.2307/1129837 · Cited by 1,640
Academic success among students at risk for school failure
Finn, J. D., & Rock, D. A. (1997) · Journal of Applied Psychology · doi:10.1037/0021-9010.82.2.221 · Cited by 1,397
Eccles, J. S., Wigfield, A., & Schiefele, U. (1998) · Cited by 1,331
Research works printed but not linked: 7
- Cross W. E., 1998, African American identity development: Theory, research, and intervention, 3
- Eccles J., 1998, Handbook of child psychology: Social, emotional, and personality development (Vol. 3,, 1017
- Manlove J., 1998, Journal of Educational Psychology, 91, 62
- Miller D. B., 1999, Adolescence, 34, 493
- Parke R., 1998, Handbook of child psychology, Vol. 4. Social, emotional, and personality development, 463
- Peters M. F., 1985, Black children: Social, educational, and parental environments, 159
- Steele C. M., 1992, The Atlantic Monthly, 269, 67
Cited by
Sorted by citations
Racial/ethnic discrimination and well-being during adolescence: A meta-analytic review.
Benner, A. D., Wang, Y., Shen, Y., Boyle, A. E., Polk, R., & Cheng, Y. (2018) · American Psychologist · doi:10.1037/amp0000204 · Cited by 960
Rivas-Drake, D., Seaton, E. K., Markstrom, C., Quintana, S., Syed, M., Lee, R. M., Schwartz, S. J., Umaña-Taylor, A. J., French, S., Yip, T., et al. (2014) · Child Development · doi:10.1111/cdev.12200 · Cited by 832
“Lastly, among African American girls (6th–12th graders) who experienced discrimination, lower levels of ethnic affirmation and belonging were associated with decreased school bonding (Dotterer et al., 2009).”
Social Ecologies and Their Contribution to Resilience
Ungar, M. T. (2011) · Springer eBooks · doi:10.1007/978-1-4614-0586-3_2 · Cited by 493
Gray, D. L., Hope, E. C., & Matthews, J. S. (2018) · Educational Psychologist · doi:10.1080/00461520.2017.1421466 · Cited by 451
Yip, T., Wang, Y., Mootoo, C., & Mirpuri, S. (2019) · Developmental Psychology · doi:10.1037/dev0000708 · Cited by 265
Metadata
- Authors
- Dotterer, A. M., McHale, S. M., & Crouter, A. C.
- Affiliations
- Purdue University West Lafayette (US)
- Pennsylvania State University (US)
- Corresponding author
- Dotterer, Aryn M.
- Venue
- Applied Developmental Science
- Publisher
- Informa UK Limited
- Published
- 2009-04-16
- Volume
- 13
- Issue
- 2
- Pages
- 61-73
- ISSN
- 1088-8691 (ISSN-L)
- 1532-480X
- PMC
- PMC4850833
- OpenAlex
- W1986816549
- Cited by
- 218
- References
- 66
- Citations by year
- 2026: 3 · 2025: 9 · 2024: 11 · 2023: 14 · 2022: 20 · 2021: 11 · 2020: 19 · 2019: 17 · 2018: 13 · 2017: 16 · 2016: 20 · 2015: 12 · 2014: 22 · 2013: 9 · 2012: 14
- FWCI
- 22.64
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Applied Developmental Science (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD032336)
- Topics
- Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychosocial Factors Impacting Youth
- Keywords
- school engagement, racial discrimination, racial socialization, ethnic identity, African American adolescents, school connectedness, school self-esteem, school grades, protective factors, gender differences, middle-class families
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
