M
Melissa R. Witkow
Researcher at Willamette University
Publications - 35
Citations - 2331
Melissa R. Witkow is an academic researcher from Willamette University. The author has contributed to research in topics: Ethnic group & Academic achievement. The author has an hindex of 19, co-authored 34 publications receiving 2180 citations. Previous affiliations of Melissa R. Witkow include Eastern Michigan University & Semel Institute for Neuroscience and Human Behavior.
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Ethnic identity and the academic adjustment of adolescents from Mexican, Chinese, and European backgrounds.
TL;DR: The strength of adolescents' ethnic identification was more relevant to their academic adjustment than the specific labels that they chose, and it was most important for the extra motivation necessary for ethnic minority students to attain the same level of academic success as their European American peers.
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Sticks and Stones May Break My Bones, but Names will Make Me Feel Sick: The Psychosocial, Somatic, and Scholastic Consequences of Peer Harassment.
TL;DR: No sex or ethnic group differences were found in the model structure or the strength of the path coefficients for either model, suggesting that the process is the same for boys and girls and students from different ethnic groups.
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Ethnic Identity and the Daily Psychological Well-Being of Adolescents From Mexican and Chinese Backgrounds
TL;DR: Although no buffering effects of ethnic centrality were found, the results point to the positive influence of ethnic regard in the daily lives of adolescents from ethnic minority backgrounds.
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Beyond the Individual: The Impact of Ethnic Context and Classroom Behavioral Norms on Victims' Adjustment.
TL;DR: Victimize students in classrooms where many classmates shared their ethnicity reported feeling the most loneliness and social anxiety, and classroom-level social disorder served as a moderator such that the association between victimization and anxiety was stronger in classrooms with low social disorder.
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The Postsecondary Educational Progress of Youth From Immigrant Families
TL;DR: A longitudinal study of the postsecondary educational experiences of youth from immigrant families was conducted by as discussed by the authors, who found that youth from immigrants from East Asian backgrounds were more likely to enroll and persist in postsecondary schooling as compared with their American-born peers.