Racial-ethnic identity in mid-adolescence: Content and change as predictors of academic achievement
Racial-ethnic identity in mid-adolescence: Content and change as predictors of academic achievement
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DOI：
10.1111/j.1467-8624.2006.00926.x
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发表时间：
2006-09-01
影响因子：
4.6
通讯作者：
Bybee, Deborah
中科院分区：
文献类型：
--
作者：
Altschul, Inna;Oyserman, Daphna;Bybee, Deborah
种族-民族认同(REI)的三个方面--感觉与自己的种族-民族群体有联系(联系)，意识到其他人可能不重视群体内的人(种族主义意识)，以及感觉一个人的群体特征是学术成就(嵌入式成就)--被假设为促进学业成就。从3所低收入城市学校中随机挑选的青年(98名非裔美国人，41名拉丁裔)在两个学年中报告了4次他们的REI。分层线性模型显示REI和预测的REI-等级关系略有增加。在各个时间点上，REI连接性和嵌入成就高的青少年获得了较好的平均成绩(GPA)，8年级开始时REI连接性和种族主义意识高的青少年获得了更好的GPA。影响不会因种族而减弱。
Three aspects of racial-ethnic identity (REI)-feeling connected to one's racial-ethnic group (Connectedness), being aware that others may not value the in-group (Awareness of Racism), and feeling that one's in-group is characterized by academic attainment (Embedded Achievement)-were hypothesized to promote academic achievement. Youth randomly selected from 3 low-income, urban schools (n=98 African American, n=41 Latino) reported on their REI 4 times over 2 school years. Hierarchical linear modeling shows a small increase in REI and the predicted REI-grades relationship. Youth high in both REI Connectedness and Embedded Achievement attained better grade point average (GPA) at each point in time; youth high in REI Connectedness and Awareness of Racism at the beginning of 8th grade attained better GPA through 9th grade. Effects are not moderated by race-ethnicity.