Racial Identity, Self-Esteem, and Academic Achievement: Too Much Interpretation, Too Little Supporting Data

Dados Bibliográficos

AUTOR(ES) Jules P. Harrell , Charles T. Lockett
AFILIAÇÃO(ÕES) Howard University, James Madison University
ANO 2003
TIPO Artigo
PERIÓDICO Journal of Black Psychology
ISSN 0095-7984
E-ISSN 1552-4558
EDITORA SAGE Publications
DOI 10.1177/0095798403254216
CITAÇÕES 15
ADICIONADO EM Não informado

Resumo

The current study draws on a hierarchical linear regression procedure to address the problem of overinterpretation in research on racial identity attitudes and academic achievement. The Racial Identity Attitude Scale, Rosenberg Self-Esteem Scale, and a background questionnaire were administered to 128 African American students from a Historically Black College & University. Results show that the unique effect of racial identity on academic outcome is minimal. Moreover, over 50% of racial identity's effect on academic outcome is predicted by individual differences in self-esteem. A model examining the relationship between racial identity, self-esteem, and academic outcome is presented.

Racial Identity, Generalized Self-Efficacy, and Self-Esteem: A Pilot Study of a Mediation Model for African American Women

(2001)

Racial Identity Attitudes, School Achievement, and Academic Self-Efficacy Among African American High School Students

(1997)

Racial and Ethnic Identity: Their Relationship and Their Contribution to Self-Esteem

(1997)

Racial Self-Designation, Racial Identity, and Self-Esteem Revisited

(1996)

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