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

ABSTRACT: 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).

SUBMITTER: Yeager DS 

PROVIDER: S-EPMC10782852 | biostudies-literature | 2017 Mar

REPOSITORIES: biostudies-literature

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

Yeager David S DS   Purdie-Vaughns Valerie V   Hooper Sophia Yang SY   Cohen Geoffrey L GL  

Child development 20170208 2

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  ...[more]

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