Tabbye M Chavous
Biographic Data
| ID | 119226 |
|---|---|
| NAME | Tabbye M Chavous |
| GIVEN NAMES | Tabbye M |
| FAMILY NAME | Chavous |
| SIGNATURE | CHAVOUS T M |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0003-1386-5495 |
| VERIFIED | Yes |
| TOTAL WORKS | 40 |
| TOTAL CITATIONS | 2263 |
| AUTHOR COUNT | 40 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 16 |
Affective Experiences, Academic Identity, and Graduate Student Success: A Behavioral Science Perspective
Graduate education is undergoing a period of profound transformation. Shifts in labor markets, demographic changes, heightened attention to and evidence of inequality, and the lasting effects of the COVID-19 pandemic have reshaped how graduate and professional students experience academic life. Against this backdrop, questions of belonging and identity have moved from the margins to the center of scholarly and policy debates. This special issue o…
Advancing a Science of Learning and Development That Can Promote Dignity-Affirming Educational Environments: Some Considerations for the Field
In this collection of commentaries, the authors respond to the suite of chapters in this special issue and ask and answer: “Where do we need to go?” Thinking through the “mother value” of dignity, the authors explore the possibilities for education research under the unifying purpose of cultivating “dignity-affirming educational environments” for all people
Standing on the shoulders of a giant: The legacy of Robert M. Sellers
Robert M. Sellers, PhD, most known for his influential and highly cited Multidimensional Model of Racial Identity (MMRI), is one of the most prolific and foundational Black scholars in psychology. From racial identity theory development and measurement to conceptual and methodological innovations in studying the lived experiences of Black people, Sellers' scholarship centers on the lives of Black communities. Sellers' mentorship and contributions…
Our Community Is So Small”: Considering Intraracial Peer Networks in Black Student Adjustment and Belonging at PWIs
Although Black students may share race-related experiences at predominantly White institutions (PWIs), they are a heterogeneous community with diverse identity beliefs, goals, and expectations about college. In the current study, we foreground how Black students at PWIs understand their racialized identities in relation to one another and within the broader university context. Drawing from interview data with 32 Black undergraduate students, we e…
A strengths-based qualitative exploration of academic motivation strategies among lower-income Black college women attending PWIs
The present study explored motivating factors and sources of interpersonal and institutional support related to the academic persistence and success of self-identified lower-income Black women attending predominantly White institutions (PWIs). Data were drawn from interviews with a sample of 12 Black undergraduate women. Our analyses suggest that participants: (1) drew on positive academic experiences within and outside the classroom; (2) focused…
Parental Educational Attainment, the Superior Temporal Cortical Surface Area, and Reading Ability among American Children: A Test of Marginalization-Related Diminished Returns
While parental educational attainment may improve children's superior temporal cortical surface area, promoting reading ability, this effect may be unequal across racial/ethnic groups. To minimize the racial/ethnic gap in children's brain development and school achievement, we need to address societal barriers that diminish parental educational attainment's marginal returns for middle-class minority families. Social and public policies need to go…
Graduate bridge programs as nepantla for minoritized students in STEM: Navigating challenges with non-bridge peers and faculty
A Daily Examination of African American Adolescents’ Racial Discrimination, Parental Racial Socialization, and Psychological Affect
This study examined 164 African American adolescents' (M age = 15) daily reports of racial discrimination and parental racial socialization over 21 days. The study examined same-day and previous-day associations of adolescents' discrimination and socialization experiences with their positive and negative psychological affect. It further explored whether racial socialization messages buffered discrimination's effects on affect when messages were r…
Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes Among Black Girls and Boys in Predominantly Black and Predominantly White School Districts
This study examined the associations among racial identity beliefs (centrality and public regard), racial discrimination, and academic engagement outcomes among 1,659 African American adolescents across two demographically distinct school districts, one predominantly Black, working class ( n = 1,100) and one predominantly White, middle class ( n = 559). Across these districts, the youths reported that race was a central aspect of their identity a…
Examining college students’ multiple social identities of gender, race, and socioeconomic status: Implications for intergroup and social justice attitudes
The Importance of Racial Socialization: School‐Based Racial Discrimination and Racial Identity Among African American Adolescent Boys and Girls
This study examined various parental racial socialization messages as mediators between school-based racial discrimination and racial identity formation over 4 years for African American boys (N = 639) and African American girls (N = 711). Findings indicated that school-based racial discrimination was associated with racial identity beliefs. For African American boys, behavioral racial socialization messages mediated the relation between school-b…
Black Women's Experiences of Campus Racial Climate and Stigma at Predominantly White Institutions: Insights from a Comparative and Within-Group Approach for STEM and Non-STEM Majors
Seanna Leath, Tabbye Chavous, Black Women’s Experiences of Campus Racial Climate and Stigma at Predominantly White Institutions: Insights from a Comparative and Within-Group Approach for STEM and Non-STEM Majors, The Journal of Negro Education, Vol. 87, No. 2, The 38th Annual Charles H. Thompson Lecture Broadening Participation in American Higher Education—A Special Focus on the Underrepresentation of African Americans in STEM Disciplines (Spring…
Shifting Contexts and Shifting Identities: Campus Race-Related Experiences, Racial Identity, and Academic Motivation Among Black Students During the Transition to College
We really protested: The Influence of Sociopolitical Beliefs, Political Self-efficacy, and Campus Racial Climate on Civic Engagement among Black College Students attending Predominantly White Institut…
Seanna Leath, Tabbye Chavous, “We really protested”: The Influence of Sociopolitical Beliefs, Political Self-efficacy, and Campus Racial Climate on Civic Engagement among Black College Students attending Predominantly White Institutions, The Journal of Negro Education, Vol. 86, No. 3, Special Issue—When Voices Rise: Race, Resistance, and Campus Uprisings in the Information Age (Summer 2017), pp. 220-237
Comparing Associations Between Perceived Puberty, Same-Race Friends and Same-Race Peers, and Psychosocial Outcomes Among African American and Caribbean Black Girls
Despite indications that adolescent peer relations is a mediator of associations between early pubertal timing and psychosocial problems, extant studies have not explicitly examined race or ethnic-related variables that shape the peer experiences of early developers. This study compared associations between pubertal timing, same race-friends, same-race peers, and psychosocial outcomes (school bonding, academic grades, externalizing behaviors, and…
Associations of Racial Discrimination and Parental Discrimination Coping Messages with African American Adolescent Racial Identity
African American Adolescents’ Academic Persistence: A Strengths-Based Approach
Connecting Self-Esteem and Achievement: Diversity in Academic Identification and Dis-identification Patterns Among Black College Students
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 contingencies of self-esteem, anxiety, depressive symptoms, perceived stress), suggesting different condit…
Racial Pride and Religiosity among African American Boys: Implications for Academic Motivation and Achievement
Dimensions of Academic Contingencies Among African American College Students
Drawing from existing literature, the authors conceptualized a two-dimensional framework of African American students' academic contingencies of self-worth. The results from exploratory and confirmatory factor analyses with a sample of African American college freshmen ( N = 330) supported this prediction. Self-Worth Dependent academic contingencies were characterized by students' self-worth being more wholly reliant on academic performance. Self…
School-Based Racial and Gender Discrimination among African American Adolescents: Exploring Gender Variation in Frequency and Implications for Adjustment
Racial Identity, School Racial Climate, and School Intrinsic Motivation Among African American Youth: The Importance of Person–Context Congruence
Researchers have been concerned with whether strong racial identification promotes or inhibits achievement motivation among African American youth, but current literatures have paid little attention to the role of youths' contexts. In this study, we outline a racial identity–context congruence framework that predicts positive benefits of a strong, positive racial identity when the context is congruent with youths' beliefs. To test this framework,…
Exposure to Violence and Achievement Motivation Beliefs: Moderating Roles of Cultural-Ecological Factors
Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis
Gender matters, too: The influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents
The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and sch…
Multidimensional Model of Racial Identity: A Reconceptualization of African American Racial Identity
Research on African American racial identity has utilized 2 distinct approaches. The mainstream approach has focused on universal properties associated with ethnic and racial identities. In contrast, the underground approach has focused on documenting the qualitative meaning of being African American, with an emphasis on the unique cultural and historical experiences of African Americans. The Multidimensional Model of Racial Identity (MMRI) repre…
Multidimensional Inventory of Black Identity: A preliminary investigation of reliability and constuct validity
The present study presents preliminary evidence regarding the reliability and validity of the Multidimensional Inventory of Black Identity (MIBI). The MIBI consists of 7 subscales representing 3 stable dimensions of African American racial identity (Centrality, Ideology, and Regard). Responses to the MIBI were collected from 474 African American college students from a predominantly African American university (n = 185) and a predominantly White …
Racial Identity and Academic Attainment Among African American Adolescents
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…
Racial Discrimination and Racial Identity as Risk or Protective Factors for Violent Behaviors in African American Young Adults
This study examined the influences of racial discrimination and different racial identity attitudes on engaging in violent behavior among 325 African American young adults. The contributions of racial discrimination and racial identity attitudes in explaining violent behavior during the transition into young adulthood while controlling for the influences of prior risk behaviors at ninth grade were examined separately for males and females. In add…
Gender matters, too: The influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents
The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and sch…
Racial Ideology and Racial Centrality as Predictors of African American College Students' Academic Performance
The study focuses on the relationship between racial identity and academic achievement for African American college students. The Multidimensional Model of Racial Identity (MMRI) was used to assess the relationship between racial centrality, racial ideology, and academic performance. A total of 248 participants were recruitedfrom a predominantly Black college and a predominantly White college and were administered the Multidimensional Inventory o…
Racial Ideological Beliefs and Racial Discrimination Experiences as Predictors of Academic Engagement Among African American Adolescents
Adolescents' understandings of their social identities and related personal experiences influence their adaptations and responses within domains in which those identities are salient. The authors explore associations of racial identity beliefs regarding how Blacks should act, think, and behave (racial ideologies) and racial discrimination experiences with academic engagement outcomes among 390 African American adolescents in Grades 7 to 10. Resul…
The relationship between racial identity and self-esteem in African American college and high school students
School-Based Racial and Gender Discrimination among African American Adolescents: Exploring Gender Variation in Frequency and Implications for Adjustment
Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes Among Black Girls and Boys in Predominantly Black and Predominantly White School Districts
This study examined the associations among racial identity beliefs (centrality and public regard), racial discrimination, and academic engagement outcomes among 1,659 African American adolescents across two demographically distinct school districts, one predominantly Black, working class ( n = 1,100) and one predominantly White, middle class ( n = 559). Across these districts, the youths reported that race was a central aspect of their identity a…
Racial Identity, School Racial Climate, and School Intrinsic Motivation Among African American Youth: The Importance of Person–Context Congruence
Researchers have been concerned with whether strong racial identification promotes or inhibits achievement motivation among African American youth, but current literatures have paid little attention to the role of youths' contexts. In this study, we outline a racial identity–context congruence framework that predicts positive benefits of a strong, positive racial identity when the context is congruent with youths' beliefs. To test this framework,…
Associations of Racial Discrimination and Parental Discrimination Coping Messages with African American Adolescent Racial Identity
Racial Stereotypes and Gender in Context: African Americans at Predominantly Black and Predominantly White Colleges
The Importance of Racial Socialization: School‐Based Racial Discrimination and Racial Identity Among African American Adolescent Boys and Girls
This study examined various parental racial socialization messages as mediators between school-based racial discrimination and racial identity formation over 4 years for African American boys (N = 639) and African American girls (N = 711). Findings indicated that school-based racial discrimination was associated with racial identity beliefs. For African American boys, behavioral racial socialization messages mediated the relation between school-b…
The Relationships among Racial Identity, Perceived Ethnic Fit, and Organizational Involvement for African American Students at a Predominantly White University
In the present study, the idea of person-environment fit was explored for African American college students in a predominantly White university. The relationships among African American students'demographic backgrounds, beliefs regarding race (racial ideology and racial centrality), and their perceived fit in the college environment due to their ethnicity (PEF) were examined. These factors were used to predict student organizational involvement i…
A Daily Examination of African American Adolescents’ Racial Discrimination, Parental Racial Socialization, and Psychological Affect
This study examined 164 African American adolescents' (M age = 15) daily reports of racial discrimination and parental racial socialization over 21 days. The study examined same-day and previous-day associations of adolescents' discrimination and socialization experiences with their positive and negative psychological affect. It further explored whether racial socialization messages buffered discrimination's effects on affect when messages were r…
Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis
A Person-Centered Approach to African-American Gender Differences in Racial Ideology
This study uses a person-oriented approach to examine gender differences in the meaning of race in the lives of a sample of African-American college students. Seven hundred twenty-four self-identified African-American students from two universities completed the ideology subscales of the Multidimensional Inventory of Black Identity. Cluster analysis was used to group students into five groups with distinct patterns of responses to the ideology su…
Racial Pride and Religiosity among African American Boys: Implications for Academic Motivation and Achievement
Connecting Self-Esteem and Achievement: Diversity in Academic Identification and Dis-identification Patterns Among Black College Students
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 contingencies of self-esteem, anxiety, depressive symptoms, perceived stress), suggesting different condit…
An Intergroup Contact-Theory Framework for Evaluating Racial Climate on Predominantly White College Campuses
This study examined the association of racial climate to social integration outcomes among 215 African American students and 144 White students from a predominantly White university. Presented is preliminary evidence regarding the utility of an ecological approach based on Allport's (1954) intergroup contact theory in examining students' climate perceptions and their impact. Responses to a racial climate scale previously used in secondary setting…
Black and White College Women's Perceptions of Sexual Harassment
Role of Student Background, Perceptions of Ethnic Fit, and Racial Identification in the Academic Adjustment of African American Students at a Predominantly White University
Ethnic minority students'adjustment in majority college environments is related to the characteristics and experiences they bring to college as well as experiences on campus. In the present study, the authors explore the interaction of socioeconomic background and precollege intergroup contact opportunities among African American students (N = 215) at a predominantly White university. The authors also examine relationships among students' racial …
Shifting Contexts and Shifting Identities: Campus Race-Related Experiences, Racial Identity, and Academic Motivation Among Black Students During the Transition to College
African American Adolescents’ Academic Persistence: A Strengths-Based Approach
Multidimensional Inventory of Black Identity: A preliminary investigation of reliability and constuct validity
The present study presents preliminary evidence regarding the reliability and validity of the Multidimensional Inventory of Black Identity (MIBI). The MIBI consists of 7 subscales representing 3 stable dimensions of African American racial identity (Centrality, Ideology, and Regard). Responses to the MIBI were collected from 474 African American college students from a predominantly African American university (n = 185) and a predominantly White …
The relationship between racial identity and self-esteem in African American college and high school students
Multidimensional Model of Racial Identity: A Reconceptualization of African American Racial Identity
Research on African American racial identity has utilized 2 distinct approaches. The mainstream approach has focused on universal properties associated with ethnic and racial identities. In contrast, the underground approach has focused on documenting the qualitative meaning of being African American, with an emphasis on the unique cultural and historical experiences of African Americans. The Multidimensional Model of Racial Identity (MMRI) repre…
Racial Ideology and Racial Centrality as Predictors of African American College Students' Academic Performance
The study focuses on the relationship between racial identity and academic achievement for African American college students. The Multidimensional Model of Racial Identity (MMRI) was used to assess the relationship between racial centrality, racial ideology, and academic performance. A total of 248 participants were recruitedfrom a predominantly Black college and a predominantly White college and were administered the Multidimensional Inventory o…
Black and White College Women's Perceptions of Sexual Harassment
The Relationships among Racial Identity, Perceived Ethnic Fit, and Organizational Involvement for African American Students at a Predominantly White University
In the present study, the idea of person-environment fit was explored for African American college students in a predominantly White university. The relationships among African American students'demographic backgrounds, beliefs regarding race (racial ideology and racial centrality), and their perceived fit in the college environment due to their ethnicity (PEF) were examined. These factors were used to predict student organizational involvement i…
Social Determinants of Experiences with Violence among Adolescents: Unpacking the Role of Race in Violence
Role of Student Background, Perceptions of Ethnic Fit, and Racial Identification in the Academic Adjustment of African American Students at a Predominantly White University
Ethnic minority students'adjustment in majority college environments is related to the characteristics and experiences they bring to college as well as experiences on campus. In the present study, the authors explore the interaction of socioeconomic background and precollege intergroup contact opportunities among African American students (N = 215) at a predominantly White university. The authors also examine relationships among students' racial …
A Person-Centered Approach to African-American Gender Differences in Racial Ideology
This study uses a person-oriented approach to examine gender differences in the meaning of race in the lives of a sample of African-American college students. Seven hundred twenty-four self-identified African-American students from two universities completed the ideology subscales of the Multidimensional Inventory of Black Identity. Cluster analysis was used to group students into five groups with distinct patterns of responses to the ideology su…
Racial Identity and Academic Attainment Among African American Adolescents
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…
Racial Stereotypes and Gender in Context: African Americans at Predominantly Black and Predominantly White Colleges
Racial Discrimination and Racial Identity as Risk or Protective Factors for Violent Behaviors in African American Young Adults
This study examined the influences of racial discrimination and different racial identity attitudes on engaging in violent behavior among 325 African American young adults. The contributions of racial discrimination and racial identity attitudes in explaining violent behavior during the transition into young adulthood while controlling for the influences of prior risk behaviors at ninth grade were examined separately for males and females. In add…
An Intergroup Contact-Theory Framework for Evaluating Racial Climate on Predominantly White College Campuses
This study examined the association of racial climate to social integration outcomes among 215 African American students and 144 White students from a predominantly White university. Presented is preliminary evidence regarding the utility of an ecological approach based on Allport's (1954) intergroup contact theory in examining students' climate perceptions and their impact. Responses to a racial climate scale previously used in secondary setting…
Evaluating Agency and Responsibility in Gendered Violence: African American Youth Talk About Violence and Hip Hop
Racial Ideological Beliefs and Racial Discrimination Experiences as Predictors of Academic Engagement Among African American Adolescents
Adolescents' understandings of their social identities and related personal experiences influence their adaptations and responses within domains in which those identities are salient. The authors explore associations of racial identity beliefs regarding how Blacks should act, think, and behave (racial ideologies) and racial discrimination experiences with academic engagement outcomes among 390 African American adolescents in Grades 7 to 10. Resul…
Gender matters, too: The influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents
The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and sch…
Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis
School-Based Racial and Gender Discrimination among African American Adolescents: Exploring Gender Variation in Frequency and Implications for Adjustment
Racial Identity, School Racial Climate, and School Intrinsic Motivation Among African American Youth: The Importance of Person–Context Congruence
Researchers have been concerned with whether strong racial identification promotes or inhibits achievement motivation among African American youth, but current literatures have paid little attention to the role of youths' contexts. In this study, we outline a racial identity–context congruence framework that predicts positive benefits of a strong, positive racial identity when the context is congruent with youths' beliefs. To test this framework,…
Exposure to Violence and Achievement Motivation Beliefs: Moderating Roles of Cultural-Ecological Factors
Racial Pride and Religiosity among African American Boys: Implications for Academic Motivation and Achievement
Dimensions of Academic Contingencies Among African American College Students
Drawing from existing literature, the authors conceptualized a two-dimensional framework of African American students' academic contingencies of self-worth. The results from exploratory and confirmatory factor analyses with a sample of African American college freshmen ( N = 330) supported this prediction. Self-Worth Dependent academic contingencies were characterized by students' self-worth being more wholly reliant on academic performance. Self…
African American Adolescents’ Academic Persistence: A Strengths-Based Approach
Connecting Self-Esteem and Achievement: Diversity in Academic Identification and Dis-identification Patterns Among Black College Students
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 contingencies of self-esteem, anxiety, depressive symptoms, perceived stress), suggesting different condit…
Associations of Racial Discrimination and Parental Discrimination Coping Messages with African American Adolescent Racial Identity
Psychology (39 works) · Social Psychology (30 works) · Social Psychology (30 works) · Racial and Ethnic Identity Research (26 works) · Sociology (26 works) · Developmental psychology (24 works) · Gender Studies (19 works) · Gender Studies (19 works) · Identity (music (17 works) · Ethnic group (16 works)