Racial-ethnic identity in mid-adolescence: content and change as predictors of academic achievement.
Three aspects of racial-ethnic identity (REI)-feeling connected to one's racial-ethnic group (Connectedness), being aware that others may not value the in-group (Awareness of Racism), and feeling that one's in-group is characterized by academic attainment (Embedded Achievement)-were hypothesized to promote academic achievement. Youth randomly selected from 3 low-income, urban schools (n=98 African American, n=41 Latino) reported on their REI 4 times over 2 school years. Hierarchical linear modeling shows a small increase in REI and the predicted REI-grades relationship. Youth high in both REI Connectedness and Embedded Achievement attained better grade point average (GPA) at each point in time; youth high in REI Connectedness and Awareness of Racism at the beginning of 8th grade attained better GPA through 9th grade. Effects are not moderated by race-ethnicity.
Altschul
Inna
I
University of Michigan, Ann Arbor, MI 48106-1248, USA. daphna.oyserman@umich.edu
Oyserman
Daphna
D
Bybee
Deborah
D
D000124:Achievement; D000293:Adolescent; D001741:Black or African American; D001364:Awareness; D005006:Ethnicity; D005260:Female; D006630:Hispanic or Latino; D006801:Humans; D008297:Male; D044469:Racial Groups; D011795:Surveys and Questionnaires