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| Autor/inn/en | Del Toro, Juan; Wang, Ming-Te |
|---|---|
| Titel | School Cultural Socialization and Academic Performance: Examining Ethnic-Racial Identity Development as a Mediator among African American Adolescents |
| Quelle | In: Child Development, 92 (2021) 4, S.1458-1475 (18 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Del Toro, Juan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/cdev.13467 |
| Schlagwörter | Racial Bias; African American Students; Evidence Based Practice; Socialization; Predictor Variables; Grade Point Average; Adolescents; Racial Identification; Cultural Awareness; Academic Achievement |
| Abstract | Historic racial disparities in the United States have created an urgent need for evidence-based strategies promoting African American students' academic performance via school-based ethnic-racial socialization and identity development. However, the temporal order among socialization, identity, and academic performance remains unclear in extant literature. This longitudinal study examined whether school cultural socialization predicted 961 African American adolescents' grade point averages through their ethnic-racial identities (49.6% males; M[subscript age] = 13.60; 91.9% qualified for free lunch). Results revealed that youth who perceived more school cultural socialization had better grades 1 and 2 years later. In addition, identity commitment (but not exploration) fully mediated these relations. Implications for how educators can help adolescents of color succeed in schools are discussed. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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