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Benner Aprile D. & Graham Sandra (2011). « Latino Adolescents’ Experiences of Discrimination Across the First 2 Years of High School : Correlates and Influences on Educational Outcomes ». Child development, vol. 82, n° 2, p. 508–519. ISSN 1467-8624. En ligne : <http://onlinelibrary.wi ... 4.2010.01524.x/abstract>. 
Added by: RĂ©mi Thibert (06 Feb 2014 10:23:03 Europe/Paris)   Last edited by: RĂ©mi Thibert (17 Feb 2014 10:12:55 Europe/Paris)
Resource type: Journal Article
DOI: 10.1111/j.1467-8624.2010.01524.x
ID no. (ISBN etc.): 1467-8624
BibTeX citation key: Benner2011
Categories: General
Subcategories: Discriminations Ă  l'Ă©cole, Discriminations Ă  l'Ă©cole
Keywords: discrimination
Creators: Benner, Graham
Collection: Child development
Views: 2783/3049
Views index: 34%
Popularity index: 8.5%
URLs     http://onlinelibra ... 0.01524.x/abstract
Abstract     
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.
  
Notes     
le sentiment de  discrimination est plus fort chez les enfants de migrants qui servent d'interprètes (language brokering) entre les parents et l'école. Le lien entre discrimination et statut de la langue minoritaire mériterait plus de recherches la perception de la discrimination grandit avec la diversité ethnique de l'établissement. Le concept de "masse critique" d'une même ethnie est opérent : s'il y a trop de diversité, chacune "noyée" dans la masse, le sentiment de discrimination augmente Il a tendance à diminuer si l'équipe est aussi le reflet de la diversité
  
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