Loss of Institutional Trust Among Racial and Ethnic Minority Adolescents: A Consequence of Procedural Injustice and a Cause of Life-Span Outcomes

This research tested a social-developmental process model of trust discernment. From sixth to eighth grade, White and African American students were surveyed twice yearly (ages 11-14; Study 1, N = 277). African American students were more aware of racial bias in school disciplinary decisions, and as...

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Veröffentlicht in:Child development 2017-03, Vol.88 (2), p.658-676
Hauptverfasser: Yeager, David S., Hooper, Sophia Yang, Purdie-Vaughns, Valerie, Cohen, Geoffrey L.
Format: Artikel
Sprache:eng
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Zusammenfassung:This research tested a social-developmental process model of trust discernment. From sixth to eighth grade, White and African American students were surveyed twice yearly (ages 11-14; Study 1, N = 277). African American students were more aware of racial bias in school disciplinary decisions, and as this awareness grew it predicted a loss of trust in school, leading to a large trust gap in seventh grade. Loss of trust by spring of seventh grade predicted African Americans' subsequent discipline infractions and 4-year college enrollment. Causality was confirmed with a trust-restoring "wise feedback" treatment delivered in spring of seventh grade that improved African Americans' eighth-grade discipline and college outcomes. Correlational findings were replicated with Latino and White students (ages 11-14; Study 2, N = 206).
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.12697