Download or read book African American Students Ethnic Identity and Academic Achievement written by Barbara F. Nangle and published by . This book was released on 2000 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Ethnic Identity Integration and Academic Outcomes written by Damon Antoine Williams and published by . This book was released on 2002 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Racial ethnic Identity on Academic Motivation of African American High School Students written by Meliane Hackett and published by . This book was released on 2017 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there is a relationship between racial-ethnic identity and academic motivation of African American high school students. African Americans have had a tumultuous history that has affected access to education. This study represents a significant contribution to educational research by extending the understanding of policy makers and curriculum developers to create meaningful curricula that support all students’ educational growth. A bivariate regression analysis was used to determine whether there is a significant relationship between African American students’ sense of connectedness, embedded achievement, awareness of racism, and academic motivation. The sample included 84 high school students enrolled in a southeastern Virginia high school; each participant completed the Racial/Ethnic Identity Scale and the Academic Motivation Scale. A bivariate correlation found a weak significant correlation between a sense of connectedness and academic motivation. There was no significant relationship between embedded achievement or awareness of racism and academic achievement. Recommendations for future research include examining participants’ socioeconomic status and conducting a qualitative study to examine racial/ethnic identity and academic motivation of different demographic populations. This study will help curriculum developers and policy makers support academic achievement of African American high school students.

Download or read book Ethnic Identity and Its Relationship to Academic Achievement of African American Male Adolescent Students written by Rodney Frederick Swanson and published by . This book was released on 2015 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Race and Ethnicity in the Study of Motivation in Education written by Jessica T. DeCuir-Gunby and published by Routledge. This book was released on 2016-06-17 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Race and Ethnicity in the Study of Motivation in Education collects work from prominent education researchers who study the interaction of race, ethnicity, and motivation in educational contexts. Focusing on both historical and contemporary iterations of race-based educational constructs, this book provides a comprehensive overview of this critical topic. Contributors to the volume offer analyses of issues faced by students, including students’ educational pursuits and aspirations, as well as the roles of students’ family and social networks in achieving educational success. A timely and illuminating volume, Race and Ethnicity in the Study of Motivation in Education is the definitive resource for understanding motivation issues posed by non-dominant groups—including African American, Latino, Asian-Pacific Islanders, and Arab-American students--in educational contexts

Download or read book THE RELATIONSHIP OF ETHNIC IDENTITY AND BICULTURAL COMPETENCE TO ACADEMIC ACHIEVEMENT AMONG URBAN AFRICAN AMERICAN ADOLESCENTS written by Robynn Pitts and published by . This book was released on 2009 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined ethnic identity and academic achievement among urban African-American adolescents and investigated how bicultural competence may be related to these variables. There is a dearth of literature in school psychology on how these variables relate to best practices for closing the achievement gap. Seventy-two students in the sixth through eighth grades from three urban parochial schools and one urban charter school participated in the study including African Americans (n=43) and students of other ethnicities (n=29). Students included in the Other category included those who self-identified as Latino, Mixed, Other, Asian American, and Native American. The sample was 65.3% female (n=47) and 34.7% male (n=25) with students who ranged in age from 11 to 15 years of age. Using a correlational design, the participants were interviewed at their schools using a brief demographics questionnaire and the Revised Multigroup Ethnic Identity Measure (MEIM). Standardized test scores for each participant and information on socioeconomic status were also examined. No significant relationships were found between ethnic identity and any other variable in African-American adolescents or adolescents from other groups. As their grade levels increased, African-American students' levels of bicultural competence increased while their math achievement decreased. Students from other ethnicities who were high in bicultural competence had higher math achievement scores. Adolescent girls from the Other ethnicities group who were higher in bicultural competence tended to achieve more highly in math. Students from other ethnicities who were high in bicultural competence were less likely to receive free or reduced-price lunch. Students from other ethnicities whose parents were born in the United States were higher in bicultural competence than students in the same group whose parents were born outside the United States. This study indicated that academic achievement among urban adolescents can be consistent with a number of combinations of ethnic identities and levels of bicultural competence. The results of the present study suggest that, in order to help close the achievement gap, school psychologists and other decision makers should take socio-cultural and socioeconomic factors such as bicultural competence into consideration when making decisions for individual students and when affecting policy at the systems level.

Download or read book Blacked Out written by Signithia Fordham and published by University of Chicago Press. This book was released on 1996-03-13 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: This innovative portrait of student life in an urban high school focuses on the academic success of African-American students, exploring the symbolic role of academic achievement within the Black community and investigating the price students pay for attaining it. Signithia Fordham's richly detailed ethnography reveals a deeply rooted cultural system that favors egalitarianism and group cohesion over the individualistic, competitive demands of academic success and sheds new light on the sources of academic performance. She also details the ways in which the achievements of sucessful African-Americans are "blacked out" of the public imagination and negative images are reflected onto black adolescents. A self-proclaimed "native" anthropologist, she chronicles the struggle of African-American students to construct an identity suitable to themselves, their peers, and their families within an arena of colliding ideals. This long-overdue contribution is of crucial importance to educators, policymakers, and ethnographers.

Download or read book Ethnic Identification Racial Climate and African American Undergraduate Educational Outcomes in a Predominantly White University written by Sharon Yvette Jenkins and published by . This book was released on 1997 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book External Influences and Internal Dichotomies written by Leslie Rene Carson and published by . This book was released on 2003 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Racialized Identities written by Na'ilah Suad Nasir and published by Stanford University Press. This book was released on 2011-09-21 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: As students navigate learning and begin to establish a sense of self, local surroundings can have a major influence on the range of choices they make about who they are and who they want to be. This book investigates how various constructions of identity can influence educational achievement for African American students, both within and outside school. Unique in its attention to the challenges that social and educational stratification pose, as well as to the opportunities that extracurricular activities can offer for African American students' access to learning, this book brings a deeper understanding of the local and fluid aspects of academic, racial, and ethnic identities. Exploring agency, personal sense-making, and social processes, this book contributes a strong new voice to the growing conversation on the relationship between identity and achievement for African American youth.

Download or read book Black Americans Diversity written by Basirat O. Alabi and published by . This book was released on 2012 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: African immigrants are a growing part of the American population. The social adjustment of youth from these families has not been systematically examined by psychologists. More detailed consideration of outcomes of youth in these families can expand research on children of immigration in useful directions. The present study compared academic outcomes of youth from African immigrant families with those of African American youth--i.e., native born Black Americans whose family have resided in the America since the 19th century. It was hypothesized that socialization and individual conceptions of the ethnic group would influence academic achievement. A mixed method approach was employed to address the historically ambivalent relationship between ethnic identity and achievement. Mediating variables - socialization, students' attitudes and students' orientations - were proposed to explain both a general and ethnic-socialization model of academic achievement. Among the quantitative measures, reported parental education attainment was the strongest positive predictor of achievement in the general model. Significant, moderated mediation effects were found in the ethnic-socialization model, which examined the positive and negative association between ethnic identity and academic outcomes simultaneously. Particularly, the interaction term of embedded ethnic identity and private regard positively predicted grades, such that students for who viewed achievement as important to the ethnic group reported earning higher grades than their peers when they also held a positive view of their own ethnic group. Equally, the interaction term of stigma consciousness and public regard negatively predicted Grades, such that students who believed outgroup members viewed their ethnic group positively reported earning lower grades when they were concerned about being negatively stereotyped than did their peers. Findings from the case studies suggest that Black youth may discount the role of negative intergroup experiences and discrimination in their academic careers. They further highlighted parent expectation and a yoked sense of achievement and ethnic group belonging as motivating for achievement orientation. Results from the current study provide support for the utility of jointly examining the dual relationship between ethnic identity and academic outcomes.

Download or read book Understanding how Black Racial Identity and Demographic Psychological and Performance Variables Intervene and Relate to Academic Achievement written by Brian Edward Harper and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The examination of a student's racial identity beliefs along with the extent to which being Black is a central part of his or her self-concept provides a novel, insightful approach to explicating the relationship between ethnic identity and academic achievement (Chavous, et. al., 2003). The implications of one's ethnicity are of particular interest to those who seek to understand the academic underperformance of African American adolescents relative to that of other ethnic groups. In an effort to further clarify the role of Black racial identity with respect to academic achievement, this study investigated racial centrality, public regard and private regard beliefs in relation to the attitudes and behaviors that inform academic achievement and the grade point average of African American high school students. A total of 289 public school students completed the Multidimensional Model of Black Identity, School Strategies Scale and an instrument on which they provided demographic data, socioeconomic status, frequency of parental involvement, academic and career aspirations, and academic values. Cluster analyses conducted on the three subscales of the MMBI replicated the four racial identity profile groups previously identified by Chavous et. al. (2003). Additionally, among the ninth grade students in this sample, Alienated students achieved significantly higher grade point averages than did Idealized students. Differences in the achievement levels of racial identity profile groups remained consistent across grade levels. Further, Idealized students reported more frequent instances of parental involvement than did students of other racial identity profile groups. No significant differences were found between racial identity profile groups with regard to number of parents in the home, race of the parents, socioeconomic status, academic and career aspirations, student values and self-regulatory strategy utilization. These results empirically support Fordham and Ogbu's (1988) hypothesis that a strong ethnic association relates negatively to academic achievement among African American students.

Download or read book Racial and Ethnic Identity in School Practices written by ROSA HERNANDEZ SHEETS and published by Routledge. This book was released on 1999-04 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents work of scholars and practitioners who are exploring the interconnections of racial and ethnic identity to human development, for the purpose of promoting successful pedagogical practices and services.

Download or read book Minority Status Oppositional Culture Schooling written by John U. Ogbu and published by Routledge. This book was released on 2008-06-30 with total page 762 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the definitive and final presentation of John Ogbu’s cultural ecological model and the many debates that his work has sparked during the past decade. The theory and empirical foundation of Ogbu’s scholarship, which some have mistakenly reduced to the "acting white hypothesis," is fully presented and re-visited in this posthumous collection of his new writings plus the works of over 20 scholars. Ogbu’s own chapters present how his ideas about minority education and culture developed. Readers will find in these chapters the theoretical roots of his cultural ecological model. The book is organized as a dialogue between John Ogbu and the scholarly community, including his most ardent critics; Ogbu’s own work can be read at the same time as his critics have their say. Minority Status, Oppositional Culture, and Schooling examines content, methodological, and policy issues framing the debate on academic achievement, school engagement, and oppositional culture. It brings together in one volume, for the first time, some of the most critical works on these issues as well as examples of programs aimed at re-engagement. In addition to African Americans, it also looks at school engagement among Native American and Latino students. This book is essential reading for anyone interested in the study of the academic achievement gap.

Download or read book Type of Acculturation Ethnic Identity and Academic Achievement in African American Adolescents written by La Shawn Kimberly Turner and published by . This book was released on 1994 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Racial Identity Attitudes Self Esteem and Academic Achievement Among African American Adolescents written by Jocelyn Freeman Bonvillain and published by . This book was released on 2004 with total page 23 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the present study was to explore the extent to which racial identity attitudes and self-esteem could predict academic performance for African American middle school students. A total of 175 African American adolescents in 7th grade attending one of two urban schools participated in the study. The Multi-Ethnic Identity Measure (MEIM) and the Rosenberg Self-Esteem Scale (RSE) were used to measure children's feelings toward themselves and their group. Cumulative grade point average (gpa) was used to measure academic achievement. The findings partially supported the hypothesis that racial identity and self-esteem are predictors of academic performance. Self-esteem and racial affiliation were significant predictors of academic achievement, but not the racial identity search component of the MEIM. The results revealed self-esteem to be less predictive of academic achievement than racial affiliation. The second part of the study was to examine the effects of racial identity and self-esteem on African American adolescents' academic performance. The hypothesis was supported. Students who exhibited high levels of self-esteem and racial identity performed better academically than students who showed low levels of self-esteem and racial identity. (Contains 7 tables.).

Download or read book Ethnicity in College written by Anna M. Ortiz and published by Taylor & Francis. This book was released on 2023-07-03 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the importance, and construction, of ethnic identity among college students, and how ethnicity interfaces with students’ interactions on campus, and the communities in which they live. Based on qualitative interviews with White, Latina/o, African American and Asian students, it captures both the college context and the individual experiences students have with their ethnicity, through the immediacy of the students’ own voices.The authors observe how students negotiate their ethnic identity within the process of becoming adults. They identify the influences of family, the importance of socio-historical forces that surround students’ educational experiences, and the critical role of peers in students’ ethnic identity development. While research has begun to document the positive outcomes associated with diverse learning environments, this study emphasizes and more closely delineates, just how these outcomes come to be. In addition, the study reveals how the freedom to express and develop ethnic identity, which multicultural environments ideally support, promotes student confidence and achievement in ways which students themselves can articulate. This work is distinctive in eschewing an ethnic minority perspective through which Whites are the primary reference group, and the standard from which all ethnic and racial identity processes evolve; as well as in considering the influences that growing up in a multi-ethnic context may have on ethnic identity processes, particularly where the “other” is not White. This perspective is particularly important at a time when students entering universities are more likely to come from highly segregated high school environments, and will confront ethnic and social differences for the first time in college.This book is intended as a resource for researchers and practitioners in psychology and higher education. It offers insights for student affairs and higher education administrators and leaders about the ways in which their campus policies and practices can positively influence the development of more supportive campus climates that draw on the strengths of each ethnic group to create an overarching pluralistic culture. It can also serve as a cultural diversity text for upper division or graduate courses on pluralism. Moreover, understanding students’ ethnic identity, their personal growth, and adjustment to college, it is central to preparing individuals for life in a pluralistic society.