The Influence of Racial Socialization on the Academic Achievement of Black College Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Influence of Racial Socialization on the Academic Achievement of Black College Students PDF full book. Access full book title The Influence of Racial Socialization on the Academic Achievement of Black College Students by Vanessa R. Laurent. Download full books in PDF and EPUB format.
Author: Vanessa R. Laurent Publisher: ISBN: Category : Academic achievement Languages : en Pages : 109
Book Description
Black college students continue to have difficulties reaching academic success in various domains; however, understanding the nature of how academic success is cultivated by Black college students is vital for counselors, educators, and university administrators. The objective of the study was to understand how racial socialization influenced academic success. Research suggests that racial socialization contributes to positive long-term outcomes among African Americans and may be connected to academic achievement (Bowman & Howard, 1985; Boykin & Tom, 1985; Davis & Stevenson, 2006; Neblett, Terzian, & Harriott, 2010; Stevenson, 1994, 1995). Participants were 349 Black college students from a predominately White institution in the Midwest. They were administered a survey packet, which contained a demographic sheet and measures of racial socialization and resilience. Primary analyses were one-way ANOVA and hierarchical multiple regression. Five hypotheses were tested with mixed results. Hypothesis 1 found that there were no differences in racial socialization messages based on gender. Hypothesis 2 determined that there was a statistically significant relationship between racial socialization messages transmitted by teachers and friends and academic achievement. Hypothesis 3 suggested that there was no statistically significant relationship between type of racial socialization message transmitted and academic achievement. Hypothesis 4 found that Racial protection messages transmitted by teachers were a statistically significant negative predictor of academic achievement, whereas, racial protection messages transmitted by friends were a statistically significant positive predictor of academic achievement. Hypothesis 5 indicated that resilience did not moderate the relationship between racial socialization and academic achievement. Limitations of study are discussed and implications for future research and practice are recommended.
Author: Vanessa R. Laurent Publisher: ISBN: Category : Academic achievement Languages : en Pages : 109
Book Description
Black college students continue to have difficulties reaching academic success in various domains; however, understanding the nature of how academic success is cultivated by Black college students is vital for counselors, educators, and university administrators. The objective of the study was to understand how racial socialization influenced academic success. Research suggests that racial socialization contributes to positive long-term outcomes among African Americans and may be connected to academic achievement (Bowman & Howard, 1985; Boykin & Tom, 1985; Davis & Stevenson, 2006; Neblett, Terzian, & Harriott, 2010; Stevenson, 1994, 1995). Participants were 349 Black college students from a predominately White institution in the Midwest. They were administered a survey packet, which contained a demographic sheet and measures of racial socialization and resilience. Primary analyses were one-way ANOVA and hierarchical multiple regression. Five hypotheses were tested with mixed results. Hypothesis 1 found that there were no differences in racial socialization messages based on gender. Hypothesis 2 determined that there was a statistically significant relationship between racial socialization messages transmitted by teachers and friends and academic achievement. Hypothesis 3 suggested that there was no statistically significant relationship between type of racial socialization message transmitted and academic achievement. Hypothesis 4 found that Racial protection messages transmitted by teachers were a statistically significant negative predictor of academic achievement, whereas, racial protection messages transmitted by friends were a statistically significant positive predictor of academic achievement. Hypothesis 5 indicated that resilience did not moderate the relationship between racial socialization and academic achievement. Limitations of study are discussed and implications for future research and practice are recommended.
Author: Vonnie C. McLoyd Publisher: Guilford Press ISBN: 1572309954 Category : Psychology Languages : en Pages : 367
Book Description
This volume brings together leading experts from different disciplines to offer new perspectives on contemporary African American families. A wealth of knowledge is presented on the heterogeneity of Black family life today; the challenges and opportunities facing parents, children, and communities; and the impact on health and development of key cultural and social processes. Comprehensive and authoritative, the book critically evaluates current policies and service delivery models and sets forth cogent recommendations for supporting families' strengths. Following an overview that traces the ongoing evolution of theory and research in the field, the book examines how African American families fare on numerous indicators of well-being. Throughout, contributors identify factors that promote or hinder healthy child and family development, writing from a culturally sensitive, nonpathologizing stance. The concluding chapter provides an up-to-date framework for culturally competent mental health practice.
Author: Stephanie Joseph Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
The current study investigated the role of racial identity dimensions (racial centrality and private regard), academic identity, and parent socialization (specifically, academic and ethnic/racial socialization: cultural socialization and preparation for bias) in promoting success among a diverse sample of Black students. The study aimed to examine how parent socialization and academic identity mediated the relationship between racial identity dimensions and academic achievement. Data was collected nationwide from 685 Black students through an online survey conducted in Spring 2022. Path models were employed to explore the relationship between racial identity dimensions and academic achievement. To account for contextual factors, the analyses incorporated academic identity and parent socialization (academic and ethnic/racial socialization, including cultural socialization and preparation for bias) as mediators, while gender was considered as a moderator. However, the mediation analyses did not yield statistically significant results, highlighting the need for further research to investigate the nuanced relationship between these factors. In addition to the path models, supplementary analyses were conducted, including bivariate correlations and exploratory factor analyses of the scales used: Identification with Academics (IAS, Osborne, 1997), Identification with School Questionnaire (ISQ, Voelkl, 1996), Education Socialization Scale (ESS, Bempechat et al., 1999), and Parent Ethnic/Racial Socialization (PERS, Hughes & Chen, 1999). The results of the exploratory factor analyses and subsequent evaluation of psychometric properties revealed inconsistencies between the factor structures suggested by previous studies and the current study for the Identification with Academic, Identification with School Questionnaire, and Education Socialization Scale. This suggests the need for further refinement and validation of these measurement instruments. However, the exploratory factor analysis of the Parent Ethnic/Racial Socialization scale aligned with existing literature, indicating its appropriateness for use with Black students. Bivariate correlation analyses demonstrated small-to-moderate relationships that were consistently observed across most variables. Academic identity demonstrated a strong and significant correlation with private regard and a moderate and significant correlation with racial centrality. GPA demonstrated a moderate and significant correlation with academic identity and private regard and a small but significant correlation with racial centrality and parent academic socialization. Students who endorse a stronger academic identity and racial identity (private regard and racial centrality) are more likely to have better academic outcomes, including higher GPA. Furthermore, the findings related to parent academic socialization suggest that parental support and engagement may continue to have some influence on the academic performance of Black students, even in adulthood. The implications of the findings were such that fostering a strong academic identity and a positive racial identity contributed to better academic outcomes for Black students. Further, the findings highlight the sustained influence of parental support and engagement on the academic performance of Black students, even as they transition into adulthood. This underscores the significance of ongoing parental involvement throughout a student's educational journey.
Author: Terrell L. Strayhorn Publisher: Taylor & Francis ISBN: 1000980146 Category : Education Languages : en Pages : 208
Book Description
Presenting new empirical evidence and employing fresh theoretical perspectives, this book sheds new light on the challenges that Black Students face from the time they apply to college through their lives on campus.The contributors make the case that the new generation of Black students differ in attitudes and backgrounds from earlier generations, and demonstrate the importance of understanding the diversity of Black identity.Successive chapters address the nature and importance of Black spirituality for reducing isolation and race-related stress, and as a source of meaning making; students’ college selection and decision process and the expectations it fosters; first-generation Black women’s motivations for attending college; the social-psychological determinants of academic achievement, and how resiliency can be developed and nurtured; institutional climate and the role of cultural centers; as well as identity development; and mentoring. The book includes a new research study of African American male undergraduates who identify as gay or bisexual; discusses the impact of student-to-student interactions in intellectual development and leadership building; describes the successful strategies used by historically Black institutions with at-risk men; considers the role of parents in Black male students’ lives, and the applicability of the “millennial” label to the new cohort of African American students.The book offers new insights and concrete recommendations for policies and practices to provide the social and academic support for African American students to persist and fully benefit from their collegiate experience. It will be of value to student affairs personnel and faculty; constitutes a textbook for courses on student populations and their development; and provides a springboard for future research.
Author: Lori D. Patton Publisher: Routledge ISBN: 1317592077 Category : Education Languages : en Pages : 274
Book Description
In this comprehensive volume, research-based chapters examine the experiences that have shaped college life for Black undergraduate women, and invite readers to grapple with the current myths and definitions that are shaping the discourses surrounding them. Chapter authors ask valuable questions that are critical for advancing the participation and success of Black women in higher education settings and also provide actionable recommendations to enhance their educational success. Perspectives about Black undergraduate women from various facets of the higher education spectrum are included, sharing their experiences in academic and social settings, issues of identity, intersectionality, and the services and support systems that contribute to their success in college, and beyond. Presenting comprehensive, theoretically grounded, and thought-provoking scholarship, Critical Perspectives on Black Women and College Success is a definitive resource for scholarship and research on Black undergraduate women.
Author: Gordon L. Berry Publisher: Corwin ISBN: Category : Education Languages : en Pages : 328
Book Description
Why are so many Black students prematurely leaving school? What factors can be attributed toward academic achievement of Black students? Should teachers be less concerned with curriculum content and more sensitive to the social and psychological needs during child development? The authors argue that academic achievement for Black students is influenced not only by circumstances found in the individual or family and school settings, but by a whole host of factors. Social and economic environments, the development of the self-concept, peer pressure, personal attributes such as resources, skills and motivation--these are a few of the many factors contributing towards a person's ability to achieve academically. Black Students brings together current research to address these factors from a variety of perspectives and covers the full educational cycle from kindergarten through the college years. The majority of past research on academic achievement of Black students has placed blame on the individual or credited failure toward an incapability to succeed. Berry and Asamen's mission is to shift away from this narrow perspective and to look more holistically at the issues. In addition the book provides some specific programmatic directions for enhancing the academic experiences of Black students. "The editors conceptualized and produced an important, informative, issue-oriented book with contributions by prestigious, involved scholars in education, the social sciences, and mental health. . . . Recommendations for policy and programmatic changes are included, along with directions for future research." --Choice "All in all, this book was well conceived and succeeds in its high ideals of offering a useful, womanlike contribution to the riddle of the causes of under achievement of black Americans and ultimately of all black people of the diaspora; intuitively understood by all who know anything of the history of their experience, but yet to be coherently deciphered." --Education Today "Informative and thought provoking. Berry and Asamen make the reader painfully aware of the many casualties and losses of black youth, particularly low income black youth within today's educational system. . . . [It] explores the societal factors that inhibit or can enhance the academic achievement of low income black students. Black Students affirmed some of my own beliefs and provided new information." --Association for Women in Psychology Newsletter "A book written by people who obviously care about Black education. Moreover, it is difficult to take exception to Berry's conclusion that Blacks need an educational system which offers equity and excellence." --British Educational Research Journal.
Author: Tenah Kuah Acquaye Hunt Publisher: ISBN: Category : Languages : en Pages : 286
Book Description
Due to the largely deficit-based literature, more is known about why African American youth fail compared to why they succeed. In contrast, this dissertation is framed around the role of cultural socialization and racial identity in promoting positive academic outcomes for African American youth. In the first paper, I hypothesized that associations between 11th grade parental cultural socialization messages and adolescent academic outcomes (educational aspirations and expectations, educational utility beliefs, and grades) were primarily mediated by the adolescents own racial centrality and private regard. Results indicated that private regard, in particular, acted as a mediator in the association between parental cultural socialization messages and positive academic outcomes. Moreover, the significant association between parental cultural socialization and private regard was only found for adolescents attending schools providing high levels of cultural socialization. In the second paper, I examined associations between parental cultural socialization received by African American youth in 11th grade and three components of their racial identity (centrality, private regard, and public regard) in early adulthood. Findings revealed that parents were more likely to report engaging in cultural socialization messages than youth reported them doing so, and both youth and parent reports of parental cultural socialization practices were found to be more prevalent in families with higher socioeconomic advantage compared to other families. Parents own racial centrality, public regard and racial pride significantly predicted whether parents provide cultural socialization messages to their child. Additionally, parent-reported cultural socialization predicted youths' reports, but only youth reports (and not parental reports) prospectively predicted their early adulthood racial identity components. My third paper examined whether associations of African American students' centrality and private regard during the first year of college with their perceived academic self-efficacy and their likelihood of transferring to a different college were moderated by perceptions of their college's racial climate. Contrary to prior research, I did not find evidence that the association between student racial identity and academic adjustment varied by perceptions of college racial climate. Rather, I found that private regard was associated with a lower likelihood of transferring to a new college, regardless of the college racial climate.
Author: Sachelle Heavens Publisher: ISBN: Category : Languages : en Pages : 320
Book Description
Thirty-six male and female black college students attending a small private college in New Jersey participated in a mixed method study exploring recollections of received parental racial socialization, covering childhood through entrance into college. Recollections of racial socialization were gathered using a survey administered to all 36 students and face-to-face interviews with a small subset of six students, which generated rich material on experiences with racial socialization. Results from the survey showed an increase or decrease in reported protective, protective, and total (combined) racial socialization messages were not significantly related to an increase or decrease in reported race-related stress. A more complicated picture was derived from the interviews in that the participants did negotiate racial identity; however most endorsed a racial identity orientation within a pointedly mainstream experience, with minor focus on Black culture. Directions for future research on other sources of resilience against race-related stress, such as self-efficacy, and the limitations of the study are also discussed.
Author: Vanessa R. Laurent
Author: Vanessa R. Laurent
Author: Melissa Lee DiLorenzo
Author: Vonnie C. McLoyd
Author: Stephanie Joseph
Author: RaSheema J. Pitt
Author: Terrell L. Strayhorn
Author: Lori D. Patton
Author: Gordon L. Berry
Author: Tenah Kuah Acquaye Hunt
Author: Sachelle Heavens