Abstract
The purpose of this study was to investigate the associations between school-based racial discrimination by teachers and peers and academic outcomes (i.e., classroom misconduct, absenteeism, academic performance, school readiness, and school behavioral problems) over one year (Time 2) through the moderation of perceived social support from friends. Participants were 599 Latinx adolescents (56% girls; Mage = 14.51, SD = .55) from middle schools located in the suburbs of a large Midwestern United States city. They completed questionnaires on their perceived school-based racial discrimination and social support from friends. Their teachers completed questionnaires on classroom misconduct and school readiness, measured twice over one year. School records of academic performance, absenteeism, and school behavioral problems were also collected twice over one year. The findings indicated that social support from friends was negatively associated with Time 2 classroom misconduct, absenteeism, and school behavioral problem, but positively associated with Time 2 school readiness and academic performance. School-based racial discrimination by teachers and peers were both related positively to Time 2 classroom misconduct, absenteeism, and school behavioral problems, whereas both types of discrimination were related negatively to Time 2 school readiness and academic performance. Social support from friends buffered against academic outcomes associated with discrimination by teachers. Similar patterns were found for discrimination by peers, but only for Time 2 academic performance and absenteeism. These results suggest that high perceived social support from friends positively impacts Latinx adolescents’ academic outcomes after experiencing school-based racial discrimination while low levels increase such negative outcomes.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Albayrak, S., Cakir, B., Kilinc, F. N., Vergili, O., & Erdem, Y. (2018). Reliability and validity study of the Turkish version of Child and Adolescent Social Support Scale. Asian Nursing Research, 12(4), 273–278. https://doi.org/10.1016/j.anr.2018.10.004
Baldry, A., & Farrington, D. (2005). Protective factors as moderators of risk factors inadolescence bullying. Social Psychology of Education, 8(3), 263–284. https://doi.org/10.1007/s11218-005-5866-5
Barrera, M. (1986). Distinctions between social support concepts, measures, and models. American Journal of Community Psychology, 14(4), 413–445. https://doi.org/10.1007/BF00922627
Banerjee, M., Byrd, C., & Rowley, S. (2018). The relationships of school-based discrimination and ethnic-racial socialization to African American adolescents’ achievement outcomes. Social Sciences, 7(10), 1–19. https://doi.org/10.3390/socsci7100208
Benner, A. D., & Graham, S. (2013). The antecedents and consequences of racial/ethnic discrimination during adolescence: Does the source of Discrimination matter? Developmental Psychology, 49(8), 1602–1613. https://doi.org/10.1037/a0030557
Bogart, L. M., Elliott, M. N., Kanouse, D. E., Klein, D. J., Davies, S. L., Cuccaro, P. M., Banspach, S. W., Peskin, M. F., & Schuster, M. A. (2013). Association between perceived discrimination and racial/ethnic disparities in problem behaviors among preadolescent youths. American Journal of Public Health, 103(6), 1074–1081. https://doi.org/10.2105/AJPH.2012.301073
Chis, A., Copaci, I., & Rusu, A. S. (2017). Romanian translation and linguistic validation of the Children and Adolescent Social Support Scale (CASSS). Journal of Psychological and Educational Research, 25(1a), 44–56.
Chng, B. Z., & Tan, C. (2017). The effect of racial discrimination on aggression. Pertanika Journal of Social Science and Humanities, 25(1), 461–472.
Clark, K. N., Dorio, N. B., Eldridge, M. A., Malecki, C., & Demaray, M. K. (2020). Adolescent academic achievement: A model of social support and grit. Psychology in the Schools, 57(2), 204–221. https://doi.org/10.1002/pits.22318
Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357. https://doi.org/10.1037/0033-2909-98.2.310
Davidson, L., & Demaray, M. (2007). Social support as a moderator between victimization and internalizing-externalizing distress from bullying. School Psychology Review, 36, 383–405.
Demir, M., & Leyendecker, B. (2018). School-related social support is associated with school engagement, self-competence and health-related quality of life (HRQoL) in Turkish immigrant students. Frontiers in Psychology, 24(3), 1–10. https://doi.org/10.3389/feduc.2018.00083
DeRosier, M. E., & Lloyd, S. W. (2011). The impact of children’s social adjustment on academic outcomes. Reading & Writing Quarterly, 27(1), 25–47. https://doi.org/10.1080/10573569.2011.532710
Ekwonye, A. U., Cahill, T. F., De Luca, D., & Cabell, L. (2017). Exploring the multivariate relationships between adolescent depression and social support, religiosity, and spirituality in a faith-based high school. Health, 9(1), 38–56. https://doi.org/10.4236/health.2017.91004
Fang, L. (2016). Educational aspirations of Chinese migrant children: The role of self-esteem contextual and individual influences. Learning and Individual Differences, 50, 195–202. https://doi.org/10.1016/j.lindiff.2016.08.009
Fisher, C. B., Wallace, S. A., & Fenton, R. S. (2000). Discrimination distress during adolescence. Journal of Youth and Adolescence, 29(6), 679–695. https://doi.org/10.1023/A:1026455906512
Flores, E., Tschann, J. M., Dimas, J. M., Pasch, L. A., & de Groat, C. L. (2010). Perceived racial/ethnic discrimination, posttraumatic stress symptoms, and health risk behaviors among Mexican American adolescents. Journal of Counseling Psychology, 57(3), 264–273. https://doi.org/10.1037/a0020026
Fox, C. L., & Boulton, M. J. (2005). The social skills problems of victims of bullying: Self, peer and teacher perceptions. British Journal of Educational Psychology, 75(2), 313–328. https://doi.org/10.1348/000709905X25517
García, G. C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & Vázquez García, H. (1997). An integrative model for study of developmental competencies in minority children. Child Development, 67(5), 1891–1914.
Greene, M. L., Way, N., & Pahl, K. (2006). Trajectories of perceived adult and peer discrimination among Black, Latino, and Asian American adolescents. Patterns and Psychological Correlates. Developmental Psychology, 42(2), 218–236. https://doi.org/10.1037/0012-1649.42.2.218
Huynh, V. W., & Fuligni, A. J. (2010). Discrimination hurts: The academic, psychological, and physical well-being of adolescents. Journal of Research on Adolescence, 20(4), 916–941. https://doi.org/10.1111/j.1532-7795.2010.00670.x
Hwang, W. C., & Goto, S. (2008). The impact of perceived racial discrimination on the mental health of Asian American and Latino college students. Cultural Diversity and Ethnic Minority Psychology, 14(4), 326–335. https://doi.org/10.1037/1099-9809.14.4.326
Kendrick, K., Jutengren, G., & Stattin, H. (2012). The protective role of supportive friends, against bullying perpetration and victimization. Journal of Adolescence, 35(4), 1069–1080. https://doi.org/10.1016/j.adolescence.2012.02.014
Leath, S., Matthew, C., Harrison, A., & Chavous, T. (2019). Racial identity, racial discrimination, and classroom engagement outcomes among black girls and boys in predominantly black and predominantly white school districts. American Educational Research Journal, 56(4), 1318–1352. https://doi.org/10.3102/0002831218816955
Malecki, C. K., Demaray, M. K., & Elliot, S. N. (2000). The child and adolescent social support scale. Northern Illinois University.
Marini, Z., Dane, A., Bosacki, S., & Cura, Y. (2006). Direct and indirect bully-victims: Differential psychosocial risk factors associated with adolescents involved in bullying and victimization. Aggressive Behavior, 32(6), 551–569. https://doi.org/10.1002/(ISSN)1098-2337
Prelow, H. M., Martinez, C. R., DeGarmo, D. S., & Eddy, J. M. (2004). Promoting academic success among Latino youth. Hispanic Journal of Behavioral Science, 26(2), 128–151. https://doi.org/10.1177/0739986304264573
Medvedeva, M. (2010). Perceived discrimination and linguistic adaptation of adolescent children of immigrants. Journal of Youth and Adolescence, 39(8), 940–952. https://doi.org/10.1007/s10964-009-9434-8
Miller, C. T. (2006). Social psychological perspectives on coping with stressors related to stigma. In S. Levin & C. van Laar (Eds.), Stigma and group inequality: Social psychological perspectives (pp. 21–44). Lawrence Erlbaum Associates Publisher.
Mostert, K., & Pienaar, J. (2020). The moderating effect of social support on the relationship between burnout, intention to drop out, and satisfaction with studies of first-year university students. Journal of Psychology in Africa, 30(3), 197–202. https://doi.org/10.1080/14330237.2020.1767928
Nangle, D. W., Erdley, C. A., Newman, J. E., Mason, C. A., & Carpenter, E. M. (2003). Popularity, friendship quantity, and friendship quality: Interactive influences on children’s loneliness and depression. Journal of Clinical Child & Adolescent Psychology, 32(4), 546–555. https://doi.org/10.1207/S15374424JCCP3204_7
Phinney, J. S., & Chavira, V. (1995). Parental ethnic socialization and adolescent coping with problems related to ethnicity. Journal of Research on Adolescence, 5(1), 31–53. https://doi.org/10.1207/s15327795jra0501_2
Praharso, N. F., Tear, M. J., & Cruwyns, T. (2017). Stressful life transitions and wellbeing: A comparison of the stress buffering hypothesis and the social identity model of identity change. Psychiatry Research, 247, 265–275. https://doi.org/10.1016/j.psychres.2016.11.039
Pyszczynski, T., Greenberg, J., Solomon, S., Arndt, J., & Schimel, J. (2004). Why do people need self-esteem? A theoretical and empirical review. Psychological Bulletin, 130(3), 435–468. https://doi.org/10.1037/0033-2909.130.3.435
Roche, C., & Kuperminc, G. P. (2012). Acculturative stress and school belonging among Latino youth. Hispanic Journal of Behavioral Sciences, 34(1), 61–76. https://doi.org/10.1177/0739986311430084
Rosenbloom, S. R., & Way, N. (2004). Experiences of discrimination among African American, Asian American, and Latino adolescents in an urban high school. Youth and Society, 35(4), 420–451. https://doi.org/10.1177/0044118X03261479
Rui, J. R., & Guo, J. (2022). Differentiating the stress buffering functions of perceived versus received social support. Current Psychology, 42(16), 13432–13442. https://doi.org/10.1007/s12144-021-02606-6
Schmiedl, A., Schulte, E.-M., & Kauffeld, S. (2022). The demands-buffering role of perceived and received social support for perceived stress and cortisol levels. European Journal of Health Psychology, 29(4), 175–186. https://doi.org/10.1027/2512-8442/a0000110
Seaton, E. K., Neblett, E. W., Cole, D. J., & Prinstein, M. J. (2013). Perceived discrimination and peer victimization among African American and Latino youth. Journal of Youth and Adolescence, 42(3), 342–350. https://doi.org/10.1007/s10964-012-9848-6
Seawell, A. H., Cutrona, C. E., & Russell, D. W. (2014). The effects of general social support and social support for racial discrimination on African American women’s well-being. Journal of Black Psychology, 40(1), 3–26. https://doi.org/10.1177/0095798412469227
Smokowski, P. R., Evans, C. B. R., & Cotter, K. L. (2014). The differential impacts of episodic, chronic, and cumulative physical bullying and cyberbullying: The effects of victimization on the school experiences, social support, and mental health of rural adolescents. Violence and Victims, 29(6), 1029–1046. https://doi.org/10.1891/0886-6708.VV-D-13-00076
Stein, G. L., Gonzalez, L. M., & Huq, N. (2012). Cultural stressors and the hopelessness model of depressive symptoms in Latino adolescents. Journal of Youth and Adolescence, 41(10), 1339–1349. https://doi.org/10.1007/s10964-012-9765-8
Szalacha, L. A., Erkut, S., García Coll, C., Alarcon, O., Fields, J. P., & Ceder, I. (2003). Discrimination and Puerto Rican children’s and adolescents’ mental health. Cultural Diversity and Ethnic Minority Psychology, 92(2), 141–155. https://doi.org/10.1037/1099-9809.9.2.141
Talwar, P. (2016). The moderating effect of perceived social support on stress and depression among university students. Online Journal of Health and Allied Sciences, 15(3), 1–4.
Umana-Taylor, A. J., Tynes, B. M., Toomey, R. B., Williams, D. R., & Mitchell, K. J. (2015). Latino adolescents’ perceived discrimination in online and offline settings: An examination of cultural risk and protective factors. Developmental Psychology, 51(1), 87–100. https://doi.org/10.1037/a0038432
van der Horst, M., & Coffee, H. (2012). How friendship network characteristics influence subjective well-being. Social Indicators Research, 107(3), 509–529. https://doi.org/10.1007/s11205-011-9861-2
Williams, D. R., Neighbors, H. W., & Jackson, J. S. (2003). Racial/ethnic discrimination and health: Findings from community studies. American Journal of Public Health, 93(2), 200–208. https://doi.org/10.2105/ajph.93.2.200
Wong, C. A., Eccles, J. S., & Sameroff, A. (2003). The influence of ethnic discrimination and ethnic identification on African American adolescents’ school and socioemotional adjustment. Journal of Personality, 71(6), 1197–2232. https://doi.org/10.1111/1467-6494.7106012
Wright, M. F., & Wachs, S. (2019). Does social support moderate the relationship between racial discrimination and aggression among Latinx adolescents? A longitudinal study. Journal of Adolescence, 73, 85–94. https://doi.org/10.1016/j.adolescence.2019.04.001
Wright, M. F., & Wachs, S. (2021). The buffering effect of parent social support in the longitudinal associations between cyber polyvictimization and academic outcomes. Social Psychology of Education, 24(5), 1145–1161. https://doi.org/10.1007/s11218-021-09647-6
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
We have no conflict of interests to declare.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Wright, M.F., Wachs, S. The moderating effect of perceived social support from friends in the associations between school-based racial discrimination and academic outcomes among Latinx adolescents. Soc Psychol Educ (2023). https://doi.org/10.1007/s11218-023-09878-9
Received:
Accepted:
Published:
DOI: https://doi.org/10.1007/s11218-023-09878-9