"Say It Loud--I'm Black and I'm Proud": Parents' Messages about Racial Discrimination, and Academic Achievement in African American Boys

Autor/inn/en	Neblett, Enrique W., Jr.; Chavous, Tabbye M.; Nguyen, Hoa X.; Sellers, Robert M.
Titel	"Say It Loud--I'm Black and I'm Proud": Parents' Messages about Racial Discrimination, and Academic Achievement in African American Boys
Quelle	In: Journal of Negro Education, 78 (2009) 3, S.246-259 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Socialization; Racial Discrimination; Educational Objectives; Academic Persistence; Outcomes of Education; Academic Achievement; Males; African Americans; Racial Identification; Correlation; Social Discrimination; Middle School Students; High School Students; At Risk Students; Adolescents; Age Differences; Parent Influence; Educational Attainment; Grade Point Average + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Racial bias; Rassismus; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Schulleistung; Male; Männliches Geschlecht; Afroamerikaner; Korrelation; Soziale Benachteiligung; Soziale Schließung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut
Abstract	This study uses two waves of data to examine the relationships among racial socialization, racial discrimination, and academic achievement outcomes in a sample of 144 African American male adolescents. Using latent class analyses, the authors identified four patterns of adolescent-reported racial socialization experiences: Positive Socialization, Moderate Negative, Self-Worth, and Low Frequency. Discrimination experiences were associated with subsequent academic performance. Wave 1 racial socialization experiences were associated with academic persistence and performance at Wave 2. These findings suggest that various patterns of racial socialization practices have the potential to improve educational outcomes for African American boys, particularly in the context of their experiences with racial discrimination. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10