Download or read book Racial Identity Dimensions And Parental Academic Socialization As Promotive And Protective Factors For The Academic Success Of Black Students written by Stephanie Joseph and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study investigated the role of racial identity dimensions (racial centrality and private regard), academic identity, and parent socialization (specifically, academic and ethnic/racial socialization: cultural socialization and preparation for bias) in promoting success among a diverse sample of Black students. The study aimed to examine how parent socialization and academic identity mediated the relationship between racial identity dimensions and academic achievement. Data was collected nationwide from 685 Black students through an online survey conducted in Spring 2022. Path models were employed to explore the relationship between racial identity dimensions and academic achievement. To account for contextual factors, the analyses incorporated academic identity and parent socialization (academic and ethnic/racial socialization, including cultural socialization and preparation for bias) as mediators, while gender was considered as a moderator. However, the mediation analyses did not yield statistically significant results, highlighting the need for further research to investigate the nuanced relationship between these factors. In addition to the path models, supplementary analyses were conducted, including bivariate correlations and exploratory factor analyses of the scales used: Identification with Academics (IAS, Osborne, 1997), Identification with School Questionnaire (ISQ, Voelkl, 1996), Education Socialization Scale (ESS, Bempechat et al., 1999), and Parent Ethnic/Racial Socialization (PERS, Hughes & Chen, 1999). The results of the exploratory factor analyses and subsequent evaluation of psychometric properties revealed inconsistencies between the factor structures suggested by previous studies and the current study for the Identification with Academic, Identification with School Questionnaire, and Education Socialization Scale. This suggests the need for further refinement and validation of these measurement instruments. However, the exploratory factor analysis of the Parent Ethnic/Racial Socialization scale aligned with existing literature, indicating its appropriateness for use with Black students. Bivariate correlation analyses demonstrated small-to-moderate relationships that were consistently observed across most variables. Academic identity demonstrated a strong and significant correlation with private regard and a moderate and significant correlation with racial centrality. GPA demonstrated a moderate and significant correlation with academic identity and private regard and a small but significant correlation with racial centrality and parent academic socialization. Students who endorse a stronger academic identity and racial identity (private regard and racial centrality) are more likely to have better academic outcomes, including higher GPA. Furthermore, the findings related to parent academic socialization suggest that parental support and engagement may continue to have some influence on the academic performance of Black students, even in adulthood. The implications of the findings were such that fostering a strong academic identity and a positive racial identity contributed to better academic outcomes for Black students. Further, the findings highlight the sustained influence of parental support and engagement on the academic performance of Black students, even as they transition into adulthood. This underscores the significance of ongoing parental involvement throughout a student's educational journey.
Download or read book Promotive Influences of Cultural Socialization and Racial Identity on the Academic Achievement of Black Youth written by Tenah Kuah Acquaye Hunt and published by . This book was released on 2017 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to the largely deficit-based literature, more is known about why African American youth fail compared to why they succeed. In contrast, this dissertation is framed around the role of cultural socialization and racial identity in promoting positive academic outcomes for African American youth. In the first paper, I hypothesized that associations between 11th grade parental cultural socialization messages and adolescent academic outcomes (educational aspirations and expectations, educational utility beliefs, and grades) were primarily mediated by the adolescents own racial centrality and private regard. Results indicated that private regard, in particular, acted as a mediator in the association between parental cultural socialization messages and positive academic outcomes. Moreover, the significant association between parental cultural socialization and private regard was only found for adolescents attending schools providing high levels of cultural socialization. In the second paper, I examined associations between parental cultural socialization received by African American youth in 11th grade and three components of their racial identity (centrality, private regard, and public regard) in early adulthood. Findings revealed that parents were more likely to report engaging in cultural socialization messages than youth reported them doing so, and both youth and parent reports of parental cultural socialization practices were found to be more prevalent in families with higher socioeconomic advantage compared to other families. Parents own racial centrality, public regard and racial pride significantly predicted whether parents provide cultural socialization messages to their child. Additionally, parent-reported cultural socialization predicted youths' reports, but only youth reports (and not parental reports) prospectively predicted their early adulthood racial identity components. My third paper examined whether associations of African American students' centrality and private regard during the first year of college with their perceived academic self-efficacy and their likelihood of transferring to a different college were moderated by perceptions of their college's racial climate. Contrary to prior research, I did not find evidence that the association between student racial identity and academic adjustment varied by perceptions of college racial climate. Rather, I found that private regard was associated with a lower likelihood of transferring to a new college, regardless of the college racial climate.
Download or read book African American Family Life written by Vonnie C. McLoyd and published by Guilford Press. This book was released on 2005-09-26 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together leading experts from different disciplines to offer new perspectives on contemporary African American families. A wealth of knowledge is presented on the heterogeneity of Black family life today; the challenges and opportunities facing parents, children, and communities; and the impact on health and development of key cultural and social processes. Comprehensive and authoritative, the book critically evaluates current policies and service delivery models and sets forth cogent recommendations for supporting families' strengths. Following an overview that traces the ongoing evolution of theory and research in the field, the book examines how African American families fare on numerous indicators of well-being. Throughout, contributors identify factors that promote or hinder healthy child and family development, writing from a culturally sensitive, nonpathologizing stance. The concluding chapter provides an up-to-date framework for culturally competent mental health practice.
Download or read book Race related Factors in Academic Achievement written by Melissa Lee DiLorenzo and published by . This book was released on 2009 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Black American Students in An Affluent Suburb written by John U. Ogbu and published by Routledge. This book was released on 2003-02-26 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. *Community factors--the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.
Download or read book Blacked Out written by Signithia Fordham and published by University of Chicago Press. This book was released on 1996-05 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: Acknowledgments Prologue Introduction: Stalking Culture and Meaning and Looking in a Refracted Mirror 1: Schooling and Imagining the American Dream: Success Alloyed with Failure 2: Becoming a Person: Fictive Kinship as a Theoretical Frame 3: Parenthood, Childrearing, and Female Academic Success 4: Parenthood, Childrearing, and Male Academic Success 5: Teachers and School Officials as Foreign Sages6: School Success and the Construction of "Otherness" 7: Retaining Humanness: Underachievement and the Struggle to Affirm the Black Self 8: Reclaiming and Expanding Humanness: Overcoming the Integration Ideology Afterword Policy Implications Notes Bibliography Index Copyright © Libri GmbH. All rights reserved.
Download or read book Racial Identity and Academic Performance of Black College Students written by Jonathan Hudson and published by LAP Lambert Academic Publishing. This book was released on 2015-10-02 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black students in the United States continue to struggle academically as they matriculate into postsecondary education, placing them at risk for missing opportunities for work and social success. Research has identified the dimensions of Black racial identity, as well as other social factors, that may contribute to academic success. What is missing, however, is research grounded in a theory of Black identity that examines how identity and other factors combine to influence academic success. This quantitative online survey research tested 5 hypotheses to ascertain their relative strength in predicting academic success among Black college students. A sample of 87 Black American students (at least 18 years of age, currently enrolled as a matriculating student in postsecondary undergraduate education) completed four scales, and a demographics form that included overall GPA, as of most recently completed term. The results suggest that high school and college counselors and educators can gain insights into Black students by understanding racial identity, parents' education, and academic support.
Download or read book Set up to Succeed written by Leann Vernice Smith and published by . This book was released on 2017 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to national education statistics, the achievement gap between Black students and their White and Asian counterparts persists (U.S. Department of Education, 2013a). Scholars have made countless attempts to explain what is causing this perpetual disparity; but unfortunately, many of the theoretical frameworks have been deficit-based and lack in their ability to uncover protective factors. Academic and racial socialization have both been deemed influential in the psychosocial development and academic achievement of Black youth (Allen, 2015; Hill & Tyson, 2009; Suizzo, Robinson, & Pahlke, 2008). The goal of this dissertation was to better understand the influence of academic and racial socialization messages from parents and peers on Black youth’s achievement attitudes and subsequent academic achievement. Data collected from approximately 308 adolescents who racially identified as Black were used to test three structural models of academic achievement: a racial socialization model, academic socialization model, and a combined racial and academic model. The findings suggest that both socialization practices from parents and peers influence the academic achievement of Black youth through their impact on achievement attitudes. Implications for practice, interventions, and research are provided.
Download or read book Beyond Acting White written by Erin McNamara Horvat and published by Rowman & Littlefield Publishers. This book was released on 2006-03-09 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why do Blacks underperform in school? Researchers continue to pursue this question with vigor not only because Blacks currently lag behind Whites on a wide variety of educational indices but because the closing of the Black-White achievement gap has slowed and by some measures reversed during the last quarter of the 20th century. The social implications of the persistent educational 'gap' between Blacks and Whites are substantial. Black people's experience with poor school achievement and equally poor access to postsecondary education reduces their probability for achieving competitive economic and social rewards and are inconsistent with repeated evidence that Black people articulate high aspirations for their own educational and social mobility. Despite the social needs that press us towards making better sense of 'the gap,' we are, nevertheless, limited in our understanding of how race operates to affect Black students' educational experiences and outcomes. In Beyond Acting White we contend with one of the most oft cited explanations for Black underachievement; the notion that Blacks are culturally opposed to 'acting White' and, therefore, culturally opposed to succeeding in school. Our book uses the 'acting White' hypothesis as the point of departure in order to explore and evaluate how and under what conditions Black culture and identity are implicated in our understanding of why Black students continue to lag behind their White peers in educational achievement and attainment. Beyond Acting White provides a response to the growing call that we more precisely situate how race, its representations, intersectionalities, and context specific contingencies help us make better sense of the Black-White achievement gap.
Download or read book Academic Socialization of Young Black and Latino Children written by Susan Sonnenschein and published by Springer. This book was released on 2018-12-11 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers a strengths-based, family-focused approach to improving the educational performance and school experience of struggling Black and Latino students. The book discusses educational challenges faced by low-income families of color and the different strengths within Black and Latino family life that can affect these challenges. It focuses building on these strengths within the children’s home environments that can serve as a foundation for subsequent learning. The chapters describe a wide range of family practices and beliefs, including development of interventions to support families that promote early language and literacy, early mathematics, and social skills. The chapters also present quantitative and/or qualitative studies using a strengths-based approach to parents’ socialization of their children’s early academic skills. Topics featured in this book include: Latino and Black parental resources, investments, and beliefs Academic socialization in the homes of Black and Latino preschool children Development of culturally-informed interventions to promote children’s school readiness skills Family-school partnerships as a tool for improving educational opportunities. Directions for future research Academic Socialization of Young Black and Latino Children is a must-have resource for researchers, educators, clinicians and related professionals, and graduate students in diverse fields including education, developmental and school psychology, family studies, counseling psychology and social work, and sociology of culture.
Download or read book Teaching to Close the Achievement Gap for Students of Color written by Theodore S. Ransaw and published by Routledge. This book was released on 2020-10-08 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.
Download or read book Standing Outside on the Inside written by Olga M. Welch and published by State University of New York Press. This book was released on 1997-03-20 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when increased emphasis is placed on pre-college preparation of disadvantaged students, the number of African American students entering colleges and universities continues to decline and the achievement gaps between these students and their White peers persist. While many enrichment programs report impressive gains, little research on these programs contains the perspective of the Black students. This book presents the results of a longitudinal study of academic achievement and pre-college enrichment of disadvantaged African American adolescents in two inner-city high schools. Through its presentation and analysis of the students' perceptions of pre-college enrichment seen in relation to their definitions of scholarship and the discussion of findings related to parent and teacher involvement, this book provides fresh perspectives on the school experiences of Black adolescents and offers important insights for those involved in both the development and evaluation of enrichment programs.
Download or read book The Effect of acting White Parental Support Racial Identity and Academic Competence on African American Students Academic Achievement written by Deitra Gibson and published by . This book was released on 2004 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Family Engagement in Black Students Academic Success written by Vilma Seeberg and published by Routledge. This book was released on 2021-03-15 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely volume presents powerful stories told by Black families and students who have successfully negotiated a racially fraught, affluent, and diverse suburban school district in America, to illustrate how they have strategically contested sanctioned racist practices and forged a path for students to achieve a high-quality education. Drawing on rich qualitative data collected through interviews and interactions with parents and kin, students, community activists, and educators, Family Engagement in Black Students’ Academic Success chronicles how pride in Black American family history and values, students’ personal capabilities, and their often collective, proactive challenges to systemic and personal racism shape students’ academic engagement. Familial and collective cultural wealth of the Black community emerges as a central driver in students’ successful achievement. Finally, the text puts forward key recommendations to demonstrate how incorporating the knowledge and voices of Black families in school decision making, remaining critically conscious of race and racial history in everyday actions and longer term policy, and pursuing collective strategies for social justice in education, will help eliminate current opportunity gaps, and will counteract the master narrative of underachievement ever-present in America. This volume will be of interest to students, scholars, and academics with an interest in matters of social justice, equity, and equality of opportunity in education for Black Americans. In addition, the text offers key insights for school authorities in building effective working relationships with Black American families to support the high achievement of Black students in K-12 education.
Download or read book Educational and Psycho social Factors that Influence African American Youth s Preferences for Social Change written by Kelly Michelle Lewis and published by . This book was released on 2001 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Overcoming the Odds written by Freeman A. Hrabowski III and published by Oxford University Press. This book was released on 2002-02-07 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: When Beating the Odds: Raising Academically Successful African American Males appeared in 1998, it was hailed as "a crucial book" (Baltimore Sun) and "undoubtedly one of the most important tools the African American parent can possess" (Kweisi Mfume, President NAACP). Now, in response to enormous demand, the authors turn their attention to African American young women. Statistics indicate that African American females, as a group, fare poorly in the United States. Many live in single-parent households-either as the single-parent mother or as the daughter. Many face severe economic hurdles. Yet despite these obstacles, some are performing at exceptional levels academically. Based on interviews with many of these successful young women and their families, Overcoming the Odds provides a wealth of information about how and why they have succeeded--what motivates them, how their backgrounds and family relationships have shaped them, even how it feels to be a high academic achiever. They also discuss the challenges of moving into African American womanhood, from maintaining self-esteem to making the right choices about their professional and personal lives. Most important, the book offers specific and inspiring examples of the practices, attitudes, and parenting strategies that have enabled these women to persevere and triumph. For parents, educators, policy makers, and indeed all those concerned about the education of young African American women, Overcoming the Odds is an invaluable guidebook on creating the conditions that lead to academic-and lifelong-success.
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.
