We have located links that may give you full text access.
Skin color and academic achievement in young, Latino children: Impacts across gender and ethnic group.
Cultural Diversity & Ethnic Minority Psychology 2018 October 9
OBJECTIVES: The present study investigates the association between skin color and academic achievement in young Latino students.
METHOD: Data were drawn from a longitudinal study of the early development of Latino children that took place in 24 public elementary schools in New York City. Students included in the present analyses ( N = 750) were 4 and 5 years old when they were enrolled (baseline) and were followed through the end of first grade. Structural equation models and bootstrapping mediation tests were conducted to examine the effects of skin color on academic achievement at the end of first grade, partially mediated by academic and social emotional domains of school readiness in prekindergarten or kindergarten. This study considered the intersectionality of ethnicity and gender in the models.
RESULTS: The findings showed that for Dominican-origin boys, being "collectively black" was indirectly associated with lower academic achievement in first grade, mediated by lower teacher-rated adaptive behavior in prekindergarten or kindergarten.
CONCLUSIONS: Discussion focuses on the need for educational policies and practices to be conscious of phenotypicality bias. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
METHOD: Data were drawn from a longitudinal study of the early development of Latino children that took place in 24 public elementary schools in New York City. Students included in the present analyses ( N = 750) were 4 and 5 years old when they were enrolled (baseline) and were followed through the end of first grade. Structural equation models and bootstrapping mediation tests were conducted to examine the effects of skin color on academic achievement at the end of first grade, partially mediated by academic and social emotional domains of school readiness in prekindergarten or kindergarten. This study considered the intersectionality of ethnicity and gender in the models.
RESULTS: The findings showed that for Dominican-origin boys, being "collectively black" was indirectly associated with lower academic achievement in first grade, mediated by lower teacher-rated adaptive behavior in prekindergarten or kindergarten.
CONCLUSIONS: Discussion focuses on the need for educational policies and practices to be conscious of phenotypicality bias. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Full text links
Related Resources
Trending Papers
Systemic lupus erythematosus.Lancet 2024 April 18
Should renin-angiotensin system inhibitors be held prior to major surgery?British Journal of Anaesthesia 2024 May
Autoimmune Hemolytic Anemias: Classifications, Pathophysiology, Diagnoses and Management.International Journal of Molecular Sciences 2024 April 13
Get seemless 1-tap access through your institution/university
For the best experience, use the Read mobile app
All material on this website is protected by copyright, Copyright © 1994-2024 by WebMD LLC.
This website also contains material copyrighted by 3rd parties.
By using this service, you agree to our terms of use and privacy policy.
Your Privacy Choices
You can now claim free CME credits for this literature searchClaim now
Get seemless 1-tap access through your institution/university
For the best experience, use the Read mobile app