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

• Inna Altschul ^[1] ; Daphna Oyserman ^[1] ; Deborah Bybee ^[2]
  1. [1] University of Michigan–Ann Arbor

     University of Michigan–Ann Arbor

     City of Ann Arbor, Estados Unidos

     
  2. [2] Michigan State University

     Michigan State University

     City of East Lansing, Estados Unidos

     
• Localización: Child development, ISSN 0009-3920, Vol. 77, Nº. 5, 2006, págs. 1155-1169
• Idioma: inglés
• DOI: 10.1111/j.1467-8624.2006.00926.x
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• Dialnet Métricas: 3 Citas
• Resumen

  • 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.