Journal of adolescence · 2025
The Association Between Online Vicarious Racial/Ethnic Discrimination and Student Subjective Wellbeing During the COVID-19 Pandemic.
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Meter Diana J, Worley Justin T, Salazar Jesiah, Hall Alysha Ramirez, Renshaw Tyler L
Аннотация
INTRODUCTION: The impact of online vicarious racial/ethnic discrimination on academic experiences among youth is an understudied area, especially during the shift to online learning due to COVID-19. The purpose of this study was to investigate the effect of online vicarious racial/ethnic discrimination on student subjective wellbeing, as well as to examine whether that effect was exacerbated among online learning youth during the COVID-19 pandemic.
METHODS: Correlational data were drawn from 10 to 15-year-old participants (mean age = 12.43 years) including 626 girls and 600 boys from the United States in grades six (33%), seven (33%) and eight (34%). Participants self-identified as Hispanic (40%), White (38%), Black (12%), Asian (6%), Multiracial/Ethnic (4%), and American Indian or Pacific Islander (> 1%). Approximately 35% were online learners at the time of the study.
RESULTS: Hierarchical regression analyses revealed that online vicarious racial/ethnic discrimination was negatively associated with all four dimensions of student subjective wellbeing (joy of learning, school connectedness, educational purpose, academic efficacy). Online learning was positively associated with joy of learning, educational purpose, and academic efficacy. The interaction between online vicarious racial/ethnic discrimination and learning context was significant only for joy of learning and educational purpose. The negative associations between online vicarious racial/ethnic discrimination and joy of learning and educational purpose were stronger for online learners compared to in-person learners.
CONCLUSION: The findings highlight the importance of considering online vicarious racial/ethnic discrimination and learning context when studying factors that contribute to youths' school wellbeing.
METHODS: Correlational data were drawn from 10 to 15-year-old participants (mean age = 12.43 years) including 626 girls and 600 boys from the United States in grades six (33%), seven (33%) and eight (34%). Participants self-identified as Hispanic (40%), White (38%), Black (12%), Asian (6%), Multiracial/Ethnic (4%), and American Indian or Pacific Islander (> 1%). Approximately 35% were online learners at the time of the study.
RESULTS: Hierarchical regression analyses revealed that online vicarious racial/ethnic discrimination was negatively associated with all four dimensions of student subjective wellbeing (joy of learning, school connectedness, educational purpose, academic efficacy). Online learning was positively associated with joy of learning, educational purpose, and academic efficacy. The interaction between online vicarious racial/ethnic discrimination and learning context was significant only for joy of learning and educational purpose. The negative associations between online vicarious racial/ethnic discrimination and joy of learning and educational purpose were stronger for online learners compared to in-person learners.
CONCLUSION: The findings highlight the importance of considering online vicarious racial/ethnic discrimination and learning context when studying factors that contribute to youths' school wellbeing.