Longitudinal Inter-relations between School Cultural Socialization and School Engagement among Urban Early Adolescents

Culturally relevant practices are valuable assets for ethnically-racially diverse schools, but few studies examine whether such practices promote students’ engagement in school longitudinally and whether ethnicity-race moderates the effects of such practices on students’ engagement. To address this...

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Bibliographic Details
Published in:Journal of youth and adolescence 2021-05, Vol.50 (5), p.978-991
Main Authors: Del Toro, Juan, Wang, Ming-Te
Format: Article
Language:English
Subjects:
Adolescent
Adolescents
African American Children
African Americans
Behavioral Science and Psychology
Child and School Psychology
Clinical Psychology
Empirical Research
Ethnicity
Female
Grade 5
Health Psychology
History of Psychology
Humans
Intergenerational relationships
Law and Psychology
Learner Engagement
Male
Parenting
Psychology
Schools
Socialization
Students
Teachers
Teenagers
Youth
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Summary:Culturally relevant practices are valuable assets for ethnically-racially diverse schools, but few studies examine whether such practices promote students’ engagement in school longitudinally and whether ethnicity-race moderates the effects of such practices on students’ engagement. To address this gap, the present study examined whether schools that acknowledge and promote positive messages about youth’s ethnicity-race (i.e., school cultural socialization practices) promoted multiple dimensions of students’ school engagement and whether these links differed between African American and European American students. Data were collected in four waves during a two-year period from 403 fifth graders (55.1% males; 63% African American, 37% European American). The results revealed that African American youth who perceived more school cultural socialization reported greater behavioral and affective engagement (but not cognitive engagement) six months later. European Americans’ perceived school cultural socialization was unrelated to their levels of engagement in later months. Across groups, neither type of engagement predicted subsequent school cultural socialization, supporting the direction of effects in the results. Implications are discussed regarding how educators can leverage cultural socialization to promote school engagement among African American youth.
ISSN:0047-2891
1573-6601
DOI:10.1007/s10964-020-01377-w