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Racial-Ethnic Identity in Mid-Adolescence: Content and Change as Predictors of Academic Achievement

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Bibliographic Details
Title: Racial-Ethnic Identity in Mid-Adolescence: Content and Change as Predictors of Academic Achievement
Language: English
Authors: Altschul, Inna, Oyserman, Daphna, Bybee, Deborah
Source: Child Development. Sep-Oct 2006 77(5):1155-1169.
Availability: Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp.
Peer Reviewed: Y
Page Count: 15
Publication Date: 2006
Document Type: Journal Articles
Reports - Research
Education Level: Grade 8
Grade 9
Secondary Education
Descriptors: Predictor Variables, Racial Identification, Ethnicity, Academic Achievement, Hypothesis Testing, Urban Schools, African American Students, Hispanic American Students, Grade Point Average, Grade 8, Grade 9, Interpersonal Competence, Modeling (Psychology), Ethnic Groups, Low Income Groups, Correlation, Adolescents
DOI: 10.1111/j.1467-8624.2006.00926.x
ISSN: 0009-3920
Abstract: 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.
Abstractor: Author
Number of References: 45
Entry Date: 2006
Accession Number: EJ743953
Database: ERIC
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Abstract: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.
ISSN:0009-3920
DOI:10.1111/j.1467-8624.2006.00926.x