Examining Associations between Teacher-Student Connectedness and Aggressive behavior among Black students exposed to School-based Racial and Ethnic Microaggressions Open Access

Ross, Jessica (Spring 2022)

Permanent URL: https://etd.library.emory.edu/concern/etds/z890rv51w?locale=en


Black youth may experience unique stressors such as racial and ethnic microaggressions. These unique stressors can explain traumatic stress disparities experienced by Black youth as they compound other traumas and stressors. While racial stress and trauma has been explored among Black adult populations, similar research still developing among Black youth. Black youth experience disparities in school violence including bullying and other aggressive behaviors. The incidence of such behavioral outcomes could be exacerbated by direct and indirect exposure to racial stress and trauma. Social support from teachers promotes academic success and positive mental health outcomes among, middle school, high school, and college students. Black youth who may experience unique racial stressors may benefit from teacher social support that is specific to the racial and ethnic stressors. This study aims to assess the relationship between teacher -student connectedness and aggressive behavior outcomes among Black youth exposed to racial and ethnic microaggressions.

Table of Contents


Chapter 1: Introduction

Chapter 2: Literature Review

Racial Trauma

Racial Stress and Black Adolescents

Racial Microaggressions and Social Support

Connectedness in School Settings

Connectedness and Racial Trauma

Theoretical Framework: Social- Interpersonal Framework Model

Chapter 3: Methods

Sample and procedure


Analysis Plan

Chapter 4: Results

Correlations between descriptive variables and aggressive behavior, connectedness and microaggressions

School Based Racial/Ethnic Microaggression

Teacher-Student Connectedness

Chapter 5: Conclusion, Discussion, Strengths, Limitations






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