자료유형  

 학위논문

Control Number  

0017163062

International Standard Book Number  

9798384435297

Dewey Decimal Classification Number  

136

Main Entry-Personal Name  

Watford, Jon Alexander.

Publication, Distribution, etc. (Imprint  

[S.l.] : New York University., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

167 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-03, Section: A.

General Note  

Advisor: Hughes, Diane Leslie.

Dissertation Note  

Thesis (Ph.D.)--New York University, 2024.

Summary, Etc.  

요약This dissertation comprises two papers that examine the mechanisms and influences on racial learning among early adolescents, particularly focusing on preparation for bias from parents and experiences of race-based discrimination. The first paper uses 3 waves of quantitative data in a sample of Black, Dominican, and Chinese adolescents to explore longitudinal relationships between parental preparation for bias messages and adolescents' perceptions of race-based stigma and discrimination. Utilizing latent curve modeling with structured residuals (LCM-SR), the study investigates the dynamic interplay between parents' preparation for bias messages and adolescents' racial awareness over time from 6th to 8th grade. Race and gender differences in the intercepts and slopes of these variables over time are discussed.The second paper delves into non-parental sources of racial learning by analyzing adolescents' narratives about their everyday experiences with race. Using qualitative methods, this study identifies common sources, types, and settings of racial socialization experiences reported by Black adolescents. The narratives reveal that racial learning is influenced not only by parental messages but also by interactions with peers, school environments, and societal observations. This broader perspective underscores the multifaceted nature of racial learning and the importance of considering various ecological contexts in understanding how adolescents develop their racial identities.Integrating both qualitative and quantitative approaches, the dissertation provides a deeper understanding of the sources of racial learning that shape youths' racial knowledge and awareness as they progress through early adolescence.

Subject Added Entry-Topical Term  

Developmental psychology.

Subject Added Entry-Topical Term  

Social psychology.

Subject Added Entry-Topical Term  

Public administration.

Index Term-Uncontrolled  

Perceived stigma

Index Term-Uncontrolled  

Public regard

Index Term-Uncontrolled  

Racial awareness

Index Term-Uncontrolled  

Racial identity

Index Term-Uncontrolled  

Racial learning

Index Term-Uncontrolled  

Racial socialization

Added Entry-Corporate Name  

New York University Applied Psychology

Host Item Entry  

Dissertations Abstracts International. 86-03A.

Electronic Location and Access  

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Control Number  

joongbu:657284