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Simply Put, I’m Tired: Efficacy to Combat Racism among African American Adolescent Boys and Girls

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Abstract

This study examined the mediating role of self-efficacy to combat racism on the effect of school-based racial discrimination and African American adolescents’ racialized educational beliefs. Our study analyzed data from a total of 525 African American adolescents’ boys (N = 256) and girls (N = 269). For African American boys and girls, teacher racial discrimination was associated with racialized educational beliefs, conceptualized by how hard African American adolescents believe they have to work in a school-based on their race. The results further revealed that for African American boys’ self-efficacy to combat racial discrimination in school mediated the relationship between teacher and peer racial discrimination and racialized educational beliefs. However, for African American girls’ self-efficacy to combat racial discrimination mediated the relationship between peer racial discrimination and racialized educational beliefs. The results did illustrate that feeling less self-efficacious to combat racial discrimination was associated with endorsing racialized educational beliefs for African American girls and boys. Research and practice implications are provided as well as the importance of considering gender differences amongst African American adolescents.

Highlights

  • Perceiving higher amounts of racial discrimination from teachers was associated with African American boys and girls endorsing beliefs that they have to work extra hard because of their race.

  • Feeling less efficacious to combat racial discrimination was associated with higher racialized educational beliefs (e.g., working harder because you are Black).

  • Perceiving higher levels of peer racial discrimination was associated with feeling less efficacious to combat racial discrimination for African American girls.

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Author Contributions

P.C.A. and S.B.B. conceived of the study, participated in the research design, and drafted the manuscript. S.B.B. performed statistical analyses and interpretation of the data. A.J. and H.B. helped to draft the manuscript. All authors read and approved the final manuscript.

Funding

This work was supported in part by the NICHD Grant #R01 HD33437, NICHD Grant # R01 HD048970, and NICHD Grant # R01 HD068298.

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  1. Brown School of Social Work, Washington University in St. Louis, Campus Box 1196, St. Louis, 63130, MO, USA

    Phylicia C. Allen, Sheretta T. Butler-Barnes, Helen Robinson & Ashley Jackson

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Correspondence to Sheretta T. Butler-Barnes.

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Allen, P.C., Butler-Barnes, S.T., Robinson, H. et al. Simply Put, I’m Tired: Efficacy to Combat Racism among African American Adolescent Boys and Girls. J Child Fam Stud 31, 365–376 (2022). https://doi.org/10.1007/s10826-021-02190-0

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