Promoting academic achievement: The role of racial identity in buffering perceptions of teacher discrimination on academic achievement among African American and Caribbean Black adolescents.

2009 ◽  
Vol 101 (2) ◽  
pp. 420-431 ◽  
Author(s):  
Oseela N. Thomas ◽  
Cleopatra Howard Caldwell ◽  
Nkesha Faison ◽  
James S. Jackson
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Racial Identity ◽  
Black Adolescents ◽  
Caribbean Black

Teacher-Based Racial Discrimination: The Role of Racial Pride and Religiosity Among African American and Caribbean Black Adolescents

2018 ◽  
Vol 10 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Sheretta T. Butler-Barnes ◽  
Stephanie Cook ◽  
Seanna Leath ◽  
Cleopatra Caldwell
Keyword(s):  
African American ◽  
Racial Discrimination ◽  
Black Adolescents ◽  
Caribbean Black ◽  
Racial Pride

scholarly journals The Role of Religious Socialization and Religiosity in African American and Caribbean Black Adolescents’ Sexual Initiation

2018 ◽  
Vol 57 (5) ◽  
pp. 1889-1904 ◽  
Author(s):  
Tamara Taggart ◽  
Nisha Gottfredson ◽  
Wizdom Powell ◽  
Susan Ennett ◽  
Linda M. Chatters ◽  
...  
Keyword(s):  
African American ◽  
Black Adolescents ◽  
Sexual Initiation ◽  
Religious Socialization ◽  
Caribbean Black

Black adolescents’ anticipatory stress responses to multilevel racism: The role of racial identity.

2021 ◽  
Author(s):  
Elan C. Hope ◽  
Marissa Brinkman ◽  
Lori S. Hoggard ◽  
McKenzie N. Stokes ◽  
Vanessa Hatton ◽  
...  
Keyword(s):  
Racial Identity ◽  
Stress Responses ◽  
Black Adolescents

K–12 School Counselors Utilizing Critical Race Theory to Support the Racial Identity Development and Academic Achievement of African American Males

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Brandee Appling ◽  
Shanel Robinson
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Racial Identity ◽  
Critical Race Theory ◽  
Identity Development ◽  
School Counselors ◽  
African American Males ◽  
Racial Identity Development ◽  
Race Theory ◽  
K 12

This article examines the role of racial identity development in the academic achievement of African American adolescent males. Through the lens of critical race theory (CRT), we highlight how K–12 school counselors may support and enhance the schooling experiences of African American males by understanding and acknowledging how racial identity development may impact academic achievement. A focus on CRT in education emphasizes the continual persistence of racism ingrained in K–12 education located within the educational opportunities, curriculum, representation, and teacher perception of African American males. We offer insight into how school counselors may work to decrease barriers to achievement by analyzing the effect race and gender have on the identification, retention, and underachievement of their African American male students.

scholarly journals SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT

2017 ◽  
Vol 54 (7) ◽  
pp. 673-688 ◽  
Author(s):  
Charity Brown Griffin ◽  
Shauna M. Cooper ◽  
Isha W. Metzger ◽  
Alexandrea R. Golden ◽  
C. Nicole White
Keyword(s):  
High School ◽  
Academic Achievement ◽  
African American ◽  
High School Students ◽  
School Engagement ◽  
Racial Climate ◽  
School Students ◽  
Mediating Role

African American Racial Identity and Learning

Education ◽  
2013 ◽  
Author(s):  
Frank C. Worrell
Keyword(s):  
United States ◽  
Academic Achievement ◽  
African American ◽  
Ethnic Identity ◽  
Racial Identity ◽  
The United States ◽  
European American ◽  
Black Racial Identity ◽  
Relationship Of ◽  
The Relationship

Racial identity is one of the most frequently studied cultural identities in the United States, and it is examined most frequently in relation to African Americans. Racial identity is also examined in European American samples to a lesser extent, and there is a growing literature on the racial identity of biracial and multiracial individuals. Racial identity and ethnic identity are similar constructs, and there are some researchers who do not distinguish between the constructs, using the terms and the measurement instruments interchangeably. However, as the instruments are developed in relation to theoretical models that speak to one or the other construct specifically (i.e., ethnic or racial identity), this perspective is not adopted in this article. Thus this article focuses solely on racial identity as a construct and does not include literature on ethnic identity or studies that used instruments developed to measure ethnic identity. The relationship between racial identity and learning, and more specifically academic achievement, is typically studied in the context of the achievement gap among racial and ethnic groups in the United States, and is most closely associated with the achievement gap between African American and European American students. Thus, studies of the relationship of racial identity to learning typically involve black racial identity but not white racial identity. In most of the scholarship in this area, researchers examine the relationship of black racial identity attitudes to academic achievement or other academic constructs (e.g., motivation). Additionally, two of the preeminent theories of underachievement in African Americans and other underachieving groups—that is, cultural ecological theory and stereotype threat—implicate racial identity as a contributing factor. Although there is a strong belief that racial identity is related to learning, there is still considerable debate about the contexts in which this relationship is manifested and the strength and explanatory power of the relationship, and the evidence in favor of a direct relationship between the racial identity and learning is mixed at best.

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