PDF(Pubmed)
Abstract：
UNASSIGNED: Racial discrimination remains a significant issue in the United States, particularly affecting Black individuals. Understanding how beliefs about the persistence of racial discrimination are shaped by race and parental education among college students is crucial for developing strategies to address these inequities.
UNASSIGNED: This study aims to examine the multiplicative effects of race and parental education on beliefs about the persistence of racial discrimination among Black and White college students. We hypothesize that Black students, particularly those with highly educated parents, will exhibit stronger beliefs in the persistence of racial discrimination as a significant issue compared to their White peers.
UNASSIGNED: Data were drawn from the Higher Education Research Institute (HERI) study, which includes a national sample of Black and White young adults on college campuses across the United States. We conducted statistical analyses to explore the influence of race and parental education on students\' beliefs about racial discrimination.
UNASSIGNED: Black students demonstrated stronger beliefs in the persistence of racial discrimination compared to White students. Additionally, students with higher parental education levels were more likely to recognize racial discrimination as a significant issue than those with lower parental education. The impact of parental education on these beliefs was more pronounced for Black students compared to White students.
UNASSIGNED: Black college students, especially those from higher SES backgrounds, exhibit a heightened awareness of racial discrimination due to their lived experiences and educational exposure. High SES Black individuals often face increased visibility and prejudice in predominantly White environments, further reinforcing their beliefs about the persistence of discrimination. These findings highlight the need for targeted interventions to support Black students in higher education and promote awareness of racial discrimination. Policy solutions should include comprehensive anti-discrimination policies, increased diversity and inclusion efforts, and educational curricula that address systemic racism and social justice. The cross-sectional nature of the data limits causality inference, and self-reported measures may be subject to bias. Despite these limitations, the study\'s large and diverse sample enhances the generalizability of the findings. Race and parental education have multiplicative effects on college students\' beliefs about the persistence of racial discrimination. Black students, particularly those from high SES backgrounds, are more likely to perceive racial discrimination as a continuing problem. Addressing these disparities through targeted policies and interventions is essential for creating equitable and inclusive educational environments.
UNASSIGNED: This study aims to examine the multiplicative effects of race and parental education on beliefs about the persistence of racial discrimination among Black and White college students. We hypothesize that Black students, particularly those with highly educated parents, will exhibit stronger beliefs in the persistence of racial discrimination as a significant issue compared to their White peers.
UNASSIGNED: Data were drawn from the Higher Education Research Institute (HERI) study, which includes a national sample of Black and White young adults on college campuses across the United States. We conducted statistical analyses to explore the influence of race and parental education on students\' beliefs about racial discrimination.
UNASSIGNED: Black students demonstrated stronger beliefs in the persistence of racial discrimination compared to White students. Additionally, students with higher parental education levels were more likely to recognize racial discrimination as a significant issue than those with lower parental education. The impact of parental education on these beliefs was more pronounced for Black students compared to White students.
UNASSIGNED: Black college students, especially those from higher SES backgrounds, exhibit a heightened awareness of racial discrimination due to their lived experiences and educational exposure. High SES Black individuals often face increased visibility and prejudice in predominantly White environments, further reinforcing their beliefs about the persistence of discrimination. These findings highlight the need for targeted interventions to support Black students in higher education and promote awareness of racial discrimination. Policy solutions should include comprehensive anti-discrimination policies, increased diversity and inclusion efforts, and educational curricula that address systemic racism and social justice. The cross-sectional nature of the data limits causality inference, and self-reported measures may be subject to bias. Despite these limitations, the study\'s large and diverse sample enhances the generalizability of the findings. Race and parental education have multiplicative effects on college students\' beliefs about the persistence of racial discrimination. Black students, particularly those from high SES backgrounds, are more likely to perceive racial discrimination as a continuing problem. Addressing these disparities through targeted policies and interventions is essential for creating equitable and inclusive educational environments.
摘要：
种族歧视在美国仍然是一个重大问题，尤其影响黑人。了解关于种族歧视持续存在的信念是如何由种族和父母教育在大学生中形成的，对于制定解决这些不平等的策略至关重要。
■本研究旨在研究种族和父母教育对黑人和白人大学生中种族歧视持续存在的信念的倍增效应。我们假设黑人学生，尤其是那些受过高等教育的父母，与白人同龄人相比，将对种族歧视作为一个重大问题的持续存在表现出更强的信念。
■数据来自高等教育研究所（HERI）的研究，其中包括全美大学校园中黑人和白人年轻人的全国样本。我们进行了统计分析，以探讨种族和父母教育对学生的种族歧视信念的影响。
■与白人学生相比，黑人学生对种族歧视的持续存在表现出更强的信念。此外,与父母教育程度较低的学生相比，父母教育程度较高的学生更有可能将种族歧视视为一个重要问题。与白人学生相比，黑人学生的父母教育对这些信念的影响更为明显。
■黑人大学生,尤其是那些来自高级SES背景的人，由于他们的生活经历和教育暴露，表现出对种族歧视的高度认识。高SES黑人在以白人为主的环境中经常面临更高的能见度和偏见，进一步加强他们对歧视持续存在的信念。这些发现强调了有针对性的干预措施的必要性，以支持黑人学生接受高等教育并提高对种族歧视的认识。政策解决方案应包括全面的反歧视政策，增加多样性和包容性的努力，以及解决系统性种族主义和社会正义的教育课程。数据的横截面性质限制了因果关系推断，和自我报告的措施可能会受到偏见。尽管有这些限制,这项研究的大量和多样化的样本增强了研究结果的普遍性。种族和父母教育对大学生关于种族歧视持续存在的信念具有倍增效应。黑人学生,特别是那些来自高SES背景的人，更有可能认为种族歧视是一个持续的问题。通过有针对性的政策和干预措施解决这些差距对于创造公平和包容性的教育环境至关重要。
■本研究旨在研究种族和父母教育对黑人和白人大学生中种族歧视持续存在的信念的倍增效应。我们假设黑人学生，尤其是那些受过高等教育的父母，与白人同龄人相比，将对种族歧视作为一个重大问题的持续存在表现出更强的信念。
■数据来自高等教育研究所（HERI）的研究，其中包括全美大学校园中黑人和白人年轻人的全国样本。我们进行了统计分析，以探讨种族和父母教育对学生的种族歧视信念的影响。
■与白人学生相比，黑人学生对种族歧视的持续存在表现出更强的信念。此外,与父母教育程度较低的学生相比，父母教育程度较高的学生更有可能将种族歧视视为一个重要问题。与白人学生相比，黑人学生的父母教育对这些信念的影响更为明显。
■黑人大学生,尤其是那些来自高级SES背景的人，由于他们的生活经历和教育暴露，表现出对种族歧视的高度认识。高SES黑人在以白人为主的环境中经常面临更高的能见度和偏见，进一步加强他们对歧视持续存在的信念。这些发现强调了有针对性的干预措施的必要性，以支持黑人学生接受高等教育并提高对种族歧视的认识。政策解决方案应包括全面的反歧视政策，增加多样性和包容性的努力，以及解决系统性种族主义和社会正义的教育课程。数据的横截面性质限制了因果关系推断，和自我报告的措施可能会受到偏见。尽管有这些限制,这项研究的大量和多样化的样本增强了研究结果的普遍性。种族和父母教育对大学生关于种族歧视持续存在的信念具有倍增效应。黑人学生,特别是那些来自高SES背景的人，更有可能认为种族歧视是一个持续的问题。通过有针对性的政策和干预措施解决这些差距对于创造公平和包容性的教育环境至关重要。
