Racial Ideology and Racial Centrality as Predictors of African American College Students' Academic Performance

Sellers, Robert M.; Chavous, Tabbye M.; Cooke, Deanna Y.

doi:10.1177/00957984980241002

Cited by 193 publications

(226 citation statements)

References 25 publications

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“…Black racial identity theory includes measures of how members of oppressed social groups (Black people in this case) liberate themselves from oppressive social identities and form new, positive ones. One item on the Nationalist subscale of the Black Racial Identity Scale suggests a direct connection between social identity and critical social analysis: "I believe that the world should be interpreted from a Black perspective" (Sellers, Chavous, & Cooke, 1998). Others (Ginwright & James, 2002) argue that a critical social analysis of internalized and external oppression heals the wounds of social oppression and marginalization.…”

Section: Resultsmentioning

confidence: 99%

Critical consciousness: Current status and future directions

Watts

Diemer

Voight

2011

New Directions for Child and Adolescent Development

585

756

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In this chapter, the authors consider Paulo Freire's construct of critical consciousness (CC) and why it deserves more attention in research and discourse on youth political and civic development. His approach to education and similar ideas by other scholars of liberation aims to foster a critical analysis of society--and one's status within it--using egalitarian, empowering, and interactive methods. The aim is social change as well as learning, which makes these ideas especially relevant to the structural injustice faced by marginalized youth. From their review of these ideas, the authors derive three core CC components: critical reflection, political efficacy, and critical action. They highlight promising research related to these constructs and innovative applied work including youth action-research methodology. Their conclusion offers ideas for closing some of the critical gaps in CC theory and research.

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Section: Resultsmentioning

confidence: 99%

Critical consciousness: Current status and future directions

Watts

Diemer

Voight

2011

New Directions for Child and Adolescent Development

585

756

View full text Add to dashboard Cite

show abstract

“…They suggest that not only feelings of "connectedness" to the identity group and "awareness of racism" but also "embedded achievement"-"beliefs that achievement is a goal that is valued by the ingroup and therefore provides a specific goal (such as doing well in school) for motivation derived from the desire to enact group identity," (page 98)-will lead to higher academic achievement. Sellers, Chavous and Cooke (1998) find that among those students who maintain a salient and central racial identity, those who hold a "minority" ideology or beliefs of themselves as members of one of several subordinated groups in U.S. society have significantly higher grade point averages than those with assimilationist or nationalist ideologies.…”

Section: Identity Formation and Variation Within Groupsmentioning

confidence: 86%

Cultural Explanations for Racial and Ethnic Stratification in Academic Achievement: A Call for a New and Improved Theory

Warikoo

Carter

2009

Review of Educational Research

165

128

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In this article we assess the literature on cultural explanations for ethno-racial differences in K–12 schooling and academic performance. Some cultural arguments problematically define certain ethno-racial identities and cultures as subtractive from the goal of academic mobility while defining the ethnic cultures and identities of others as additive and oriented toward this goal. We review two prevailing schools of thought that compare immigrant and native minority students: cultural–ecological theory and segmented assimilation theory. Second, we examine empirical research that highlights the complexity of culture, focusing on four domains: (a) the school’s cultural environment; (b) variation in identities and cultural practices within ethnic and racial groups; (c) the multidimensional nature of culture and its variable impact on students; and (d) the intersections of race, ethnicity, class, and gender. This literature—when synthesized—suggests that a coherent theory of culture’s impact on ethnic and racial differences in schooling outcomes must unpack the multiple influences of identity and context more deliberately than previous literature has done. Finally, we call for studies that employ comparative research across groups and understand race and ethnicity contextually, not as mere dummy variables, thereby equipping researchers with the tools to better explain how culture influences schooling and achievement.

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“…Research on African American student persistence has found that prejudice, racism, and discrimination can negatively impact a student's commitment to his or her institution (Sellers, Chavous, & Cooke, 1998;Shelton & Sellers, 2000;Steele, 1997;Steele & Aronson, 1995). This impact negatively affects students' ability to negotiate the environment both academically and socially.…”

Section: The Black Doctoral Student Experiencementioning

confidence: 99%

Extending Bell’s Concept of Interest Convergence: A Framework for Understanding the African American Doctoral Student Experience

Felder

Barker

2013

IJDS

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Though rates of doctoral degree completion have increased, African American doctoral students continue to face issues related to race during their doctoral study. Scholars often point to the importance of the faculty and student relationship in doctoral student socialization and success while few explore how race plays a role in the relationship. We concur that the faculty and student relationship is critical to doctoral student persistence and completion. However, given the growing diversity among doctoral students, we contend that it is equally important to consider the ways in which race impacts the doctoral experience. This paper presents qualitative data on the African American doctoral experience and is used to develop an advising framework, emphasizing the role of interest convergence as a feature of culturally receptive advising relationships. Findings indicate instances where students' personal interests or perspectives on the manifestation of race in doctoral education (i.e., personal and professional identity, scholarship, etc.) may be congruent (converge) or incongruent (diverge) with that of a faculty member, advisor, or the departmental or institutional environment. This study addresses how the relational aspects of context and race shape students' perceptions of interactions with faculty and the environment and has implications for advising and creating inclusive institutions.

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Racial Ideology and Racial Centrality as Predictors of African American College Students' Academic Performance

Cited by 193 publications

References 25 publications

Critical consciousness: Current status and future directions

Critical consciousness: Current status and future directions

Cultural Explanations for Racial and Ethnic Stratification in Academic Achievement: A Call for a New and Improved Theory

Extending Bell’s Concept of Interest Convergence: A Framework for Understanding the African American Doctoral Student Experience

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