Ethnic/racial identity and academic achievement: A meta-analytic review

Miller‐Cotto, Dana; Byrnes, James P.

doi:10.1016/j.dr.2016.06.003

Cited by 103 publications

(100 citation statements)

References 60 publications

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“…ERI formation is considered a normative aspect of development among ethnic‐racial minority youth (Williams, Tolan, Durkee, François, & Anderson, ) and one that is also salient to White youth in ethnically and racially diverse settings (Xu, Farver, & Pauker, ). ERI has been associated with numerous positive psychosocial outcomes, such as greater academic engagement and self‐esteem among ethnically and racially diverse U.S. youth (including Whites; e.g., Miller‐Cotto & Byrnes, ; Rivas‐Drake, Seaton et al, ; Rivas‐Drake, Syed et al, ). Moreover, engaging in a process of “figuring out” one's thoughts and feelings about ethnicity and race is thought to be an important precursor to racial empathy—a critical 21st century social–emotional skill (see, e.g., Smith, McGovern, Larson, Hillaker, & Peck, ; Stevenson, ).…”

Section: Introductionmentioning

confidence: 99%

School climate and ethnic‐racial identity in school: A longitudinal examination of reciprocal associations

Camacho

Medina

Rivas‐Drake

et al. 2017

Community & Applied Soc Psy

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The messages youth receive in schools about how they matter as individuals and as members of ethnic-racial groups are influential in constructing their developing ethnic-racial identities (ERI).However, the developing ERI students hold also have a role in shaping their experiences at school. The current study examined the longitudinal and reciprocal association between ERI (exploration and resolution) and school climate (support for cultural pluralism and teacher supportiveness) among 491 Black, Latino, and White middle school youth (M age = 12.03, SD = 1.05, range: 11-17) in the Midwest. Cross-lagged analyses revealed that greater perceptions of support for cultural pluralism within the school predicted greater exploration and resolution at later time points for all students.Moreover, greater exploration and resolution among White students was predictive of greater perceptions of support for cultural pluralism at the school. Higher quality teacher-student relationships predicted greater engagement in ERI exploration for all youth. The findings highlight the importance of school climate in helping shape ERI among youth attending a culturally diverse school and the role of such youth in shaping the climate at their school.

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Section: Introductionmentioning

confidence: 99%

School climate and ethnic‐racial identity in school: A longitudinal examination of reciprocal associations

Camacho

Medina

Rivas‐Drake

et al. 2017

Community & Applied Soc Psy

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“…It is also not so surprising that there are mixed conclusions about the effects of greater or lesser segregation (on this point, we consider salience of group memberships later in the section on stereotype threat). The conclusion seems to be that the impact of ethnic and racial identification depends on other contextual factors that give meaning to the group memberships (Miller-Cotto & Byrnes, 2016). More broadly, we propose that both individual and group performance in educational settings are likely to be gauged and motivated by intragroup and intergroup social comparisons.…”

Section: (Ethnic) Group Identitymentioning

confidence: 86%

A Social Identity Model for Education

Abrams¹,

Houston²,

Masser³

et al. 2018

The Oxford Handbook of Group and Organizational Learning

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Much of the research on individual attainment in educational settings has focused on individual differences. This chapter sets out the role of groups and group processes. After reviewing evidence for the role of social comparison in the classroom, and theory and research on ethnic group differences, we consider the impact of category memberships, stereotypes, and threat on educational performance. We introduce social identity theory and explain its relevance to educational outcomes. We then offer an integrative social identity model for education (SIME) that incorporates three elements of education research: social comparison, stereotypes, and identity. The model provides a more comprehensive perspective on the role of intergroup and intragroup relations and indicates how (and which) group memberships can present barriers to, or reveal new horizons for, performance and achievement. We describe how these elements may work together in practice and conclude by considering prospects and approaches for future research.

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“…Additionally, a meta-analysis examining the role of racial identity and academic achievement found a small but significant effect size linking racial identity with academic achievement [91]. Recent research conducted on over 200,000 adolescents in New York City found that aggressive policing reduced test scores for African American boys [92].…”

Section: Discussionmentioning

confidence: 99%

“Can I Live”: Black American Adolescent Boys’ Reports of Police Abuse and the Role of Religiosity on Mental Health

Jackson

Butler‐Barnes

Stafford

et al. 2020

IJERPH

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State sanctioned violence aimed at Black individuals and communities is an issue that has pervaded American history and society since before the establishment of the United States. For Black males, anticipating and preparing for involuntary police contact, unfortunately, is an inevitable part of life. The purpose of this study is to examine the impact of reports of police abuse on mental health and perceived racial out-group perceptions and the protective role of religiosity among a nationally representative sample of Black American adolescent boys (Mage = 14.98). Linear multiple regression was used to determine the interactive effects of subjective religiosity and reported police abuse on Black American adolescent boys. Higher reports of subjective religiosity were associated with lower depressive symptomatology. Reports of police abuse were associated with lower public regard beliefs (belief that society views Black Americans less favorably). Results highlight the impact experiencing police abuse has on Black adolescent boys and we conclude with implications, areas for future research and intervention points.

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Ethnic/racial identity and academic achievement: A meta-analytic review

Cited by 103 publications

References 60 publications

School climate and ethnic‐racial identity in school: A longitudinal examination of reciprocal associations

School climate and ethnic‐racial identity in school: A longitudinal examination of reciprocal associations

A Social Identity Model for Education

“Can I Live”: Black American Adolescent Boys’ Reports of Police Abuse and the Role of Religiosity on Mental Health

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