Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis

Autor/inn/en	Byrd, Christy M.; Chavous, Tabbye M.
Titel	Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis
Quelle	In: Journal of Youth and Adolescence, 38 (2009) 4, S.544-559 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-008-9381-9
Schlagwörter	Academic Achievement; Racial Identification; African Americans; Early Adolescents; Grade 8; Context Effect; Neighborhoods; Grade Point Average; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Schulleistung; Afroamerikaner; School year 08; 8. Schuljahr; Schuljahr 08; Neighbourhoods; Nachbarschaft; Sozioökonomischer Faktor
Abstract	Increasingly, researchers have found relationships between a strong, positive sense of racial identity and academic achievement among African American youth. Less attention, however, has been given to the roles and functions of racial identity among youth experiencing different social and economic contexts. Using hierarchical linear modeling, the authors examined the relationship of racial identity to academic outcomes, taking into account neighborhood-level factors. The sample consisted of 564 African American eighth-graders (56% male). The authors found that neighborhood characteristics and racial identity related positively to academic outcomes, but that some relationships were different across neighborhood types. For instance, in neighborhoods low in economic opportunity, high pride was associated with a higher GPA, but in more advantaged neighborhoods, high pride was associated with a lower GPA. The authors discuss the need to take youth's contexts into account in order to understand how racial identity is active in the lives of African American youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10