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Achievement, Racial Identity, and Connectedness: Gender Differences Among African American High School Students

Achievement, Racial Identity, and Connectedness: Gender Differences Among African American High School Students

Colette M. Boston
Copyright: © 2021 |Pages: 16
ISBN13: 9781799885474|ISBN10: 179988547X|EISBN13: 9781799886051
DOI: 10.4018/978-1-7998-8547-4.ch061
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MLA

Boston, Colette M. "Achievement, Racial Identity, and Connectedness: Gender Differences Among African American High School Students." Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination, edited by Information Resources Management Association, IGI Global, 2021, pp. 1253-1268. https://doi.org/10.4018/978-1-7998-8547-4.ch061

APA

Boston, C. M. (2021). Achievement, Racial Identity, and Connectedness: Gender Differences Among African American High School Students. In I. Management Association (Ed.), Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination (pp. 1253-1268). IGI Global. https://doi.org/10.4018/978-1-7998-8547-4.ch061

Chicago

Boston, Colette M. "Achievement, Racial Identity, and Connectedness: Gender Differences Among African American High School Students." In Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination, edited by Information Resources Management Association, 1253-1268. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-8547-4.ch061

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Abstract

Literature suggests African American students' racial identity impacts their feelings of belongingness to the school community as well as academic achievement. Researchers, however, have argued that racial identity impairs or promotes student achievement. This study examined the effects of the individual components of racial identity (centrality, regard, and ideology) and sense of belonging on the academic achievement of 105 African American high school students. Quantitative analysis revealed centrality as the sole predictor of sense of belonging for males and a positive relationship between sense of belonging and centrality and private regard in females. These findings support the significance of positive student-teacher relationships as well as the importance of schools cultivating a culture of acceptance of all students.

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