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

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Author(s): Colette M. Boston (Los Angeles Unified School District, USA)
Copyright: 2019
Pages: 16
Source title: Creating Caring and Supportive Educational Environments for Meaningful Learning
Source Author(s)/Editor(s): Kisha Daniels (Duke University, USA)and Katrina Billingsley (South University – High Point, USA)
DOI: 10.4018/978-1-5225-5748-7.ch010

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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

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