Can racial identity be promotive of academic efficacy?
Can racial identity be promotive of academic efficacy?
复制标题
种族认同可以促进学术效能吗？
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
D. Bybee
中科院分区：
文献类型：
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作者：
D. Oyserman;Kathy Harrison;D. Bybee
我们假设了一个性别特异性之间的关系的功效和种族认同的三个组成部分，感觉成就是黑人的一部分，感觉连接到黑人社区，和敏感性，外群障碍和种族主义的意识。由于男性性别社会化淡化了关系，种族认同的“连通性”成分被认为对男孩特别有帮助。由于女性性别社会化淡化了独立成就和机构，种族认同的“成就”部分被认为特别有助于女孩缓冲“种族主义意识”部分的负面影响。控制秋季成绩和学业效能，秋季种族身份显着预测春季学业效能差异的男孩和女孩（n = 91非洲裔美国人八年级学生），缺乏成就的种族身份的组成部分，特别是对女孩不利。
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.
青春期早期的学校过渡对贫困城市青年的自我系统和感知社会背景的影响。
影响因子：
4.6
作者：
Seidman,E;Allen,L;Aber,JL;Mitchell,C;Feinman,J
通讯作者：
Feinman,J
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM