Abstract
Drawing on research about the positive benefits of school bonding on youth mental health, academic and overall well-being, and the inequities African American youth face in education, this study examined the associations among teacher discrimination, parents’ and peer emotional support, and African American youth school bonding. Using data from the National Survey of American Life Adolescent Supplement (NSAL-A), findings suggest that teacher discrimination negatively affects African American youth’s school bonding. In addition, while parents’ and peer emotional supports are positively associated with youth’s school bonding, and offset some of the negative effects of teacher discrimination on African American youth’s school bonding, these supports may not be enough to help youth realize the maximum benefits of school bonding, especially in the context of teacher discrimination. Implications for social work practice with African American youth and families are discussed.
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