This research was supported by grants from the National Institute of Child Health and Human Development Grant awarded to the first author (F32 HD056732) and the Population Research Center at the University of Texas at Austin (R24 HD042849) as well as grants from the National Science Foundation and the Haynes Foundation awarded to the second author.
Latino Adolescents’ Experiences of Discrimination Across the First 2 Years of High School: Correlates and Influences on Educational Outcomes
Article first published online: 9 MAR 2011
© 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
Volume 82, Issue 2, pages 508–519, March/April 2011
How to Cite
Benner, A. D. and Graham, S. (2011), Latino Adolescents’ Experiences of Discrimination Across the First 2 Years of High School: Correlates and Influences on Educational Outcomes. Child Development, 82: 508–519. doi: 10.1111/j.1467-8624.2010.01524.x
- Issue published online: 24 MAR 2011
- Article first published online: 9 MAR 2011
Changes in perceptions of discrimination were examined with 668 Latino students (62% Mexican American; 56% female; Mage = 14.6 years). Adolescents’ reports of discrimination increased across the first 2 years of high school. Perceptions of discrimination were higher for boys and for primary language brokers, as well as for adolescents in schools with more ethnically diverse student bodies but a less diverse teaching staff. Path analysis revealed that higher levels of discrimination and increases in discrimination across time influenced Latino adolescents’ academic outcomes (i.e., grades, absences) indirectly via their influences on perceptions of school climate. Findings highlight previously understudied individual and school contextual factors that shape experiences of discrimination and the mechanisms by which discrimination indirectly influences Latino adolescents’ outcomes.