Tabbye Chavous
Biographic Data
| ID | 93913 |
|---|---|
| NAME | Tabbye Chavous |
| GIVEN NAMES | Tabbye |
| FAMILY NAME | Chavous |
| SIGNATURE | CHAVOUS T |
| AFFILIATIONS | University of Michigan |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 223 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 7 |
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…
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…
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…
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
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…
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,…
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…
Evaluating Agency and Responsibility in Gendered Violence: African American Youth Talk About Violence and Hip Hop
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 …
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…
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,…
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 …
Evaluating Agency and Responsibility in Gendered Violence: African American Youth Talk About Violence and Hip Hop
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…
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
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…
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…
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 …
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…
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,…
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…
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
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…
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…
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…
Psychology (9 works) · Social Psychology (8 works) · Social Psychology (7 works) · Sociology (7 works) · Gender Studies (6 works) · Racial and Ethnic Identity Research (6 works) · Higher Education Research Studies (5 works) · Identity (music (5 works) · Critical Race Theory in Education (4 works) · Developmental psychology (4 works)