Online racial discrimination, centrality, and academic outcomes among Black youth

Sally L. Grapin, Carrie Masia Warner, De Vanté J. Cunningham, Jessica L. Bonumwezi, Farah Mahmud, Nora L. Portillo, Danielle Nisenson

Research output: Contribution to journalArticlepeer-review

Abstract

Online racial discrimination (ORD) has been found to have deleterious effects on the psychological and academic outcomes of youth of color. Racial centrality (i.e., the extent to which one regards their racial group membership as important to their identity) may be a powerful buffer of these effects and has been identified as an important sociocultural asset for Black youth in particular. This study examined the relations among ORD, racial centrality, academic self-efficacy (ASE), and academic achievement among Black children and adolescents (ages 8-17). Results indicated that ORD and centrality increased with age, and the majority (76%) of youth reported at least one incident of ORD in the last year. Racial centrality moderated ORD's relationship with ASE but not with achievement; specifically, ORD and ASE were more strongly related at higher levels of centrality. Centrality was not significantly related to achievement; however, it was indirectly related to achievement via ASE. These findings underscore the importance of disrupting ORD as well as providing support for children and adolescents who experience it. This study also highlights racial centrality as an important mechanism for promoting academic achievement among Black youth. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Original languageEnglish
Pages (from-to)8-19
Number of pages12
JournalSchool psychology (Washington, D.C.)
Volume39
Issue number1
DOIs
StatePublished - Jan 1 2024

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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