Now, in a new report, researchers from UCLA show that youths from a range of ethnic-minority backgrounds have an added burden to contend with: ethnicity-based stigmatization. Even elementary school–aged children are aware of such stigmatization and, like older youths, they feel more anxious about school as a result.
- Arts - Oct 1 Hammer Museum to feature works by founder of UCLA photography program
- Administration - Oct 1 Lego housing, automatic ambulances and car- free streets
- Environmental Sciences - Oct 1 George Shultz: "Climate is changing," and we need more action
- Astronomy - Oct 1 Marines lead Cornell athletes through 'friction points'
- Earth Sciences - Oct 1 Four candidate landing sites for ExoMars 2018
- Life Sciences - Oct 1 UT Austin Joins $17 Million National Initiative to Combat Traumatic Brain Injury
- Earth Sciences - Oct 1 Evolving Plumbing System Beneath Greenland Slows Ice Sheet as Summer Progresses
- Business - Oct 1 UCL entrepreneur launches Kickstarter campaign for concept store
- Medicine - Oct 1 Health innovations pay off in cost savings, better patient care
- Astronomy - Oct 1 Solving the mystery of the "man in the moon"
- Social Sciences - Oct 1 MIT launches Laboratory for Social Machines with major Twitter investment
- Life Sciences - Oct 1 Stem cells: master builders, drug testers, immortal elements
- Medicine - Oct 1 Appointment of leading academic to boost quality of patient care in the Midlands
- Medicine - Oct 1 New apps and e-tools protecting young people from mental health problems
- Medicine - Oct 1 Whispering implants - surfaces that communicate in bio- chemical Braille
Awareness of ethnicity-based stigma found to start as early as second grade
In the current online edition of the journal Child Development, senior author Andrew J. Fuligni, a UCLA professor of psychiatry, first author Cari Gillen-O’Neel, a graduate student working with Fuligni, and colleagues report that while children who are stigmatized are more likely to have less interest in school overall, ethnic-minority children, despite this hurdle, reported high interest in school. And for some of these students, feeling close to other students or school staff helps them maintain higher levels of interest in academics, despite the potentially negative effects of stigmatization.
The study included 451 second and fourth graders from New York City schools who belonged to one of the following ethnic groups: African American, Chinese, Dominican, Russian or European American. They ranged in age from 7 to 11 years old. European American students were not considered to be ethnic minorities.
For the study, each student participated in three individual sessions lasting approximately 40 minutes each, which took place in a private room on the school’s campus during school hours. Each was conducted by a female researcher who had the same racial or ethnic background as the student. Students were asked questions about their awareness of stigma, their anxiety about school, their interest in academics and their feelings of belonging in school.
"We found that differences in the young children’s awareness of stigma were similar to differences among adults, with ethnic-minority children generally reporting more awareness than ethnic-majority children," Fuligni said. "There were few differences by grade, suggesting that even second graders are sensitive to ethnic attitudes in society."
Ethnic-minority children also reported higher academic anxiety, he said, which the researchers attributed to their greater awareness of stigma.
But the study also found that some ethnic-minority students reported significantly higher interest in school than their ethnic-majority peers, despite past research by others that showed that awareness of stigmatization is associated with lower interest in school.
For Dominican children in particular, this seemingly paradoxical finding was explained, in part, by their feelings about belonging: For these youngsters, feeling close connections to people at school accounted for their high levels of interest in school, despite their awareness of stigma.
The study has implications for intervention efforts, Fuligni said. "Programs aimed at decreasing students’ perceptions of group stigma, such as providing community role models, could help keep students’ academic anxiety in check," he said. "And school-based interventions that foster close connections among individuals at school may help students stay interested in learning."
The other author on the study was Diane N. Ruble of New York University. The authors report no conflict of interest.
The UCLA Department of Psychiatry and Biobehavioral Sciences is the home within the David Geffen School of Medicine at UCLA for faculty who are experts in the origins and treatment of disorders of complex human behavior. The department is part of the Semel Institute for Neuroscience and Human Behavior at UCLA, a world-leading interdisciplinary research and education institute devoted to the understanding of complex human behavior and the causes and consequences of neuropsychiatric disorders.
Last job offers
- Social Sciences - 1.10
Dozierende / Projektleiter / innen mit Schwerpunkt Beratung oder Methoden der Sozialen Arbeit
- Business - 1.10
Wissenschaftliche/n Mitarbeiterin / Mitarbeiter
- Architecture - 1.10
Faculty Position in Renewable Energy in Buildings
- Sport Sciences - 1.10
Associate professor in social sciences in sport and physical activity education and training
- Psychology - 1.10
Lecturer and researcher type 2 (mer2) in child and adolescent psychology consultation
- Business - 30.9
Dozent /-in Wirtschaftsinformatik mit Forschungserfahrung
- Medicine - 1.10
Professor or Associate Professor of Surgical Education
- Medicine - 1.10
Professor or Associate Professor Of breast Surgery
- Business - 19.9
UniversitätsprofessorIn für die Stiftungsprofessur "Industrielle Energiesysteme"
- Literature - 17.9
Universitätsprofessur für Anglistische Sprachwissenschaft
- Mathematics - 1.10
Professur für "Wissenschaftliches Rechnen"
- Business - 1.10
Professur für Management
- Literature - 1.10
Professor of Modern Languages
- Administration - 25.9
Associate Professorship (or Professorship) in Behavioural Science and Public Policy
- Medicine - 1.10
Laboratory Medicine - Assistant, Associate or Full Professor WOT (AA8512)
- Arts - 1.10
Music Education - Assistant Professor (AA8482)