ERIC Number: EJ1305605
Record Type: Journal
Publication Date: 2021
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
Available Date: N/A
School Cultural Socialization and Academic Performance: Examining Ethnic-Racial Identity Development as a Mediator among African American Adolescents
Del Toro, Juan; Wang, Ming-Te
Child Development, v92 n4 p1458-1475 Jul-Aug 2021
Historic racial disparities in the United States have created an urgent need for evidence-based strategies promoting African American students' academic performance via school-based ethnic-racial socialization and identity development. However, the temporal order among socialization, identity, and academic performance remains unclear in extant literature. This longitudinal study examined whether school cultural socialization predicted 961 African American adolescents' grade point averages through their ethnic-racial identities (49.6% males; M[subscript age] = 13.60; 91.9% qualified for free lunch). Results revealed that youth who perceived more school cultural socialization had better grades 1 and 2 years later. In addition, identity commitment (but not exploration) fully mediated these relations. Implications for how educators can help adolescents of color succeed in schools are discussed.
Descriptors: Racial Bias, African American Students, Evidence Based Practice, Socialization, Predictor Variables, Grade Point Average, Adolescents, Racial Identification, Cultural Awareness, Academic Achievement
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1315943; 1561382
Author Affiliations: N/A