A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement among African American Adolescents

Autor/inn/en	Cokley, Kevin; McClain, Shannon; Jones, Martinique; Johnson, Samoan
Titel	A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement among African American Adolescents
Quelle	In: High School Journal, 95 (2012) 2, S.54-68 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
DOI	10.1353/hsj.2012.0003
Schlagwörter	African American Students; Grade Point Average; Academic Achievement; Racial Identification; Adolescents; Psychology; Gender Differences; High School Students; Correlation; Self Concept; Academic Ability; Age Differences; Regression (Statistics); Predictor Variables + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Psychologie; Geschlechterkonflikt; High school; High schools; Oberschule; Korrelation; Selbstkonzept; Age; Difference; Age difference; Altersunterschied; Regression; Regressionsanalyse; Prädiktor
Abstract	The purpose of this study was to examine academic disidentification along with demographic and psychological factors related to the academic achievement of African American adolescents. Participants included 96 African American students (41 males, 55 females) in an urban high school setting located in the Southwest. Consistent with previous research, academic disidentification was determined by looking for an attenuation of the correlation between academic self-concept and grade point average (GPA) of male and female students. The relationship between academic self-concept and grade point average significantly decreased for African American males, while it significantly increased for African American females. Demographic factors included age and sex, while psychological factors included academic self-concept, devaluing academic success, and racial identity. Results of a hierarchical regression indicated that sex and academic self-concept were significant positive predictors of GPA, while age and racial identity were significant negative predictors, accounting for 50% variance. Academic self-concept was the strongest predictor of GPA. Implications of the results are discussed. (Contains 4 tables.) (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10