Using LatCrit and QuantCrit, we examined the effect of school climate, ethnic identity, and self-esteem on GPA in a sample of 300 Latinx high school students. We found significant positive correlations between climate and GPA as well as self-esteem and GPA. Moreover, using structural equation modeling, we found self-esteem mediated the…

Student motivational beliefs in introductory physics courses can influence their course outcomes as well as their retention in science, technology, engineering, and mathematics disciplines and future career aspirations. Prior research has shown that students' perceived recognition by others as a physics person is important in predicting their…

In the present paper, we investigated the link between stereotype threat, school achievement, and domain identification in language arts. We hypothesized that stereotype threat may lead to higher intellectual helplessness, lower working memory capacity, lower achievement, and domain identification but only in young men highly identified with their…

Introduction: Despite the assumed importance of school-focused possible identities for academic motivation and outcomes, interventions rarely assess the effect of the intervention on possible identities. This may be due to difficulty coding open-ended text at scale but leaves open a number of questions: 1) how do school-focused possible identities…

Introduction: Despite the assumed importance of school-focused possible identities for academic motivation and outcomes, interventions rarely assess the effect of intervention on possible identities. This may be due to difficulty coding open-ended text at scale but leaves open a number of questions: 1) how do school-focused possible identities…

Student grades and motivational outcomes in introductory physics courses can influence their retention in science, technology, engineering, and mathematics disciplines and future career aspirations. We surveyed students in mandatory large introductory level algebra-based physics courses for bioscience majors at a large research university. The…

Stereotype threat has been shown to have deleterious impacts on the short- and long-term academic performance and psychological well-being of racial and ethnic minority students. Psychological variables related to this identity threat represent significant sources of achievement and attainment gaps relative to nonstereotyped Asian and white…

Black male adolescents face unique barriers in schools that may contribute to racial disparities in educational outcomes. Their social-cognitive strengths, however, influence their confidence to be academically successful despite these barriers. This study explored whether racial academic stereotypes and racial centrality were associated with and…

The report provides an overview of Aboriginal learners (First Nations, Inuit, and Métis peoples) in British Columbia, Canada. Section 1 examines the data on transitions from K-12 to the post-secondary system. Section 2 discusses recent trends in the B.C. public post-secondary system including headcount, full-time equivalents and credentials.…

Research indicates disparities in the enrollment of minorities in postsecondary education. However, the reasons for the lower enrollment rates of minorities are less clear. The purpose of this study was to explore the relationship between sex, income, GPA, racial/ethnic identity, academic self-concept, and sense of school belonging for African…

The purpose of the current research was to examine racial, male and athletic identities and their individual and collective impact on the academic performance of African American male Division I student-athletes (AAMSAs). Data was collected using the Multidimensional Inventory of Black Identity (MIBI), the Male Role Norms Scale (MRNS), and the…

The purpose of this study was to examine academic disidentification along with demographic and psychological factors related to the academic achievement of African American adolescents. Participants included 96 African American students (41 males, 55 females) in an urban high school setting located in the Southwest. Consistent with previous…

Research has shown that academic achievement among racial minority groups, particularly African Americans, and the majority Caucasian group is profoundly disproportionate. A number of variables have been shown to influence the academic achievement of students, such as stereotype threat, racial identity, and academic self-concept (Awad, 2007;…

Using a person-oriented approach, we explored patterns of self-esteem and achievement among 324 Black college students across the freshman college year and identified four academic identification profiles. Multivariate analyses revealed profile differences in academic and psychological outcomes at beginning and end of freshman year (academic…

Conventional wisdom in much of the educational and psychological literatures states that the ethnic and racial identity of African American students is related to their academic achievement. The purpose of this study was to determine whether ethnic identity and anti-white attitudes predicted the academic achievement of African American students at…