@article{ref1,
title="Coping with discrimination from peers and adults: implications for adolescents' school belonging",
journal="Journal of youth and adolescence",
year="2020",
author="Montoro, Jessica P. and Kilday, Jessica E. and Rivas-Drake, Deborah and Ryan, Allison M. and Umaña-Taylor, Adriana J.",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="School belonging is a key indicator of students' academic well-being that is  threatened by adults' and peers' transgressions of discrimination. Moreover, the  hierarchical power structure at school enables adults and peers to enact  ethnic-racial discrimination differently, which is also more or less salient among  Black, Asian American, and Latinx youth. Therefore, this study aimed to disentangle  the links between adult and peer-perpetrated racial discrimination at school, five  distinct coping strategies, and school belonging across ethnic-racial groups. Participants were 1686 students in grades 9-12. These results indicated that  adolescents who reported peer discrimination also reported greater proactive and  aggressive coping. Black youth who reported more adult discrimination also reported  more proactive coping, whereas Asian and Latinx youth who reported more peer  discrimination reported more proactive coping. Peer discrimination was indirectly  associated with greater school belonging via proactive coping, whereas adult  discrimination was directly and negatively related to belonging. These findings  suggest that adolescents may be selecting to proactively cope when faced with the  discrimination source they most often navigate.<p /> <p>Language: en</p>",
language="en",
issn="0047-2891",
doi="10.1007/s10964-020-01360-5",
url="http://dx.doi.org/10.1007/s10964-020-01360-5"
}