Racial Identity and Academic Attainment among African American Adolescents

Tabbye M. Chavous, Debra Hilkene Bernat, Karen Schmeelk-Cone, Cleopatra H. Caldwell, Laura Kohn-Wood, Marc A. Zimmerman

Research output: Contribution to journalArticle

271 Citations (Scopus)

Abstract

In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development.

Original languageEnglish
Pages (from-to)1076-1090
Number of pages15
JournalChild Development
Volume74
Issue number4
StatePublished - Jul 1 2003
Externally publishedYes

Fingerprint

African Americans
adolescent
Group
cluster analysis
group membership
Cluster Analysis
Outcome Assessment (Health Care)
minority
school
performance
American

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

Chavous, T. M., Bernat, D. H., Schmeelk-Cone, K., Caldwell, C. H., Kohn-Wood, L., & Zimmerman, M. A. (2003). Racial Identity and Academic Attainment among African American Adolescents. Child Development, 74(4), 1076-1090.

Racial Identity and Academic Attainment among African American Adolescents. / Chavous, Tabbye M.; Bernat, Debra Hilkene; Schmeelk-Cone, Karen; Caldwell, Cleopatra H.; Kohn-Wood, Laura; Zimmerman, Marc A.

In: Child Development, Vol. 74, No. 4, 01.07.2003, p. 1076-1090.

Research output: Contribution to journalArticle

Chavous, TM, Bernat, DH, Schmeelk-Cone, K, Caldwell, CH, Kohn-Wood, L & Zimmerman, MA 2003, 'Racial Identity and Academic Attainment among African American Adolescents', Child Development, vol. 74, no. 4, pp. 1076-1090.
Chavous TM, Bernat DH, Schmeelk-Cone K, Caldwell CH, Kohn-Wood L, Zimmerman MA. Racial Identity and Academic Attainment among African American Adolescents. Child Development. 2003 Jul 1;74(4):1076-1090.
Chavous, Tabbye M. ; Bernat, Debra Hilkene ; Schmeelk-Cone, Karen ; Caldwell, Cleopatra H. ; Kohn-Wood, Laura ; Zimmerman, Marc A. / Racial Identity and Academic Attainment among African American Adolescents. In: Child Development. 2003 ; Vol. 74, No. 4. pp. 1076-1090.
@article{eda61f99fed842d0a28220e0e2043274,
title = "Racial Identity and Academic Attainment among African American Adolescents",
abstract = "In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development.",
author = "Chavous, {Tabbye M.} and Bernat, {Debra Hilkene} and Karen Schmeelk-Cone and Caldwell, {Cleopatra H.} and Laura Kohn-Wood and Zimmerman, {Marc A.}",
year = "2003",
month = "7",
day = "1",
language = "English",
volume = "74",
pages = "1076--1090",
journal = "Child Development",
issn = "0009-3920",
publisher = "Wiley-Blackwell",
number = "4",

}

TY - JOUR

T1 - Racial Identity and Academic Attainment among African American Adolescents

AU - Chavous, Tabbye M.

AU - Bernat, Debra Hilkene

AU - Schmeelk-Cone, Karen

AU - Caldwell, Cleopatra H.

AU - Kohn-Wood, Laura

AU - Zimmerman, Marc A.

PY - 2003/7/1

Y1 - 2003/7/1

N2 - In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development.

AB - In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development.

UR - http://www.scopus.com/inward/record.url?scp=0141956193&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0141956193&partnerID=8YFLogxK

M3 - Article

C2 - 12938705

AN - SCOPUS:0141956193

VL - 74

SP - 1076

EP - 1090

JO - Child Development

JF - Child Development

SN - 0009-3920

IS - 4

ER -