Can racial identity be promotive of academic efficacy?

Abstract

We hypothesised a gender specific relationship between efficacy and three components of racial identity, feeling that achievement is part of being black, feeling connected to the black community, and sensitivity to, awareness of outgroup barriers and racism. Because male gender socialisation downplays relationality, the “connectedness” component of racial identity was posited to be particularly helpful for boys. Because female gender socialisation downplays independent achievement and agency, the “achievement” component of racial identity was posited to be particularly helpful for girls in buffering the negative effects of the “awareness of racism” component. Controlling for fall grades and academic efficacy, fall racial identity significantly predicted spring academic efficacy differentially for boys and girls (n = 91 African-American eighth graders), with the lack of the achievement component of racial identity being particularly detrimental to girls.

“I am because we are:” collectivism as a foundational characteristic of African American college student identity and academic achievement

“…Although researchers have examined the relationship between racial identity and academic achievement among college students in general, few studies have actually examined the singular impact of collectivism on school success (Oyserman et al 2001;Phinney et al 2006). The present study addresses the gap in the literature by examining the specific ways in which collectivism influences African American college students' beliefs about the purpose of higher education.…”

Comparing Genetic Ancestry and Self-Described Race in African Americans Born in the United States and in Africa

“…Using the five-point Likert response scale (1, strongly disagree; 2, disagree; 3, neither agree nor disagree; 4, agree; 5, strongly agree), participants indicated their agreement with 13 statements that tested all three aspects of racial-ethnic identity. a reliability for each of these aspects has been reported in the 0.6 to 0.7 range (19). The 26-item study questionnaire also used the Likert response scale to assess the importance of different physiognomic characteristics when estimating African ancestry.…”

Thinking About Race: The Salience of Racial Identity at Two- and Four-Year Colleges and the Climate for Diversity

“…Specifically, having a high salience of racial identity is necessary in order to move through the stages of various racial identity development models (cross, 1995; kim, 2001). this movement is critical because the more advanced stages of these models indicate a well-established core identity which is associated with an array of positive outcomes including increased self-esteem (oyserman, harrison, & Bybee, 2001), moral reasoning (moreland & leach, 2001), institutional commitment (dovidio, gaertner, niemann, & snider, 2001), intercultural competence and maturity (king & Baxter-magolda, 2005), and academic achievement (ortiz & santos, 2009).…”