Racial identity and academic attainment among African American adolescents.
In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development.
Chavous
Tabbye M
TM
Department of Psychology, University of Michigan, Ann Arbor, MI 48109, USA. tchavous@umich.edu
Bernat
Debra Hilkene
DH
Schmeelk-Cone
Karen
K
Caldwell
Cleopatra H
CH
Kohn-Wood
Laura
L
Zimmerman
Marc A
MA
D000293:Adolescent; D001741:Black or African American / Q000523:psychology*; D016000:Cluster Analysis; D004522:Educational Status; D005006:Ethnicity; D005260:Female; D006801:Humans; D016015:Logistic Models; D008297:Male; D012649:Self Concept