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THE IMPACT OF RACIAL IDENTITY, PARENTAL
SUPPORT, SELF-ESTEEM, MASTERY, AND
TEACHER DISCRIMINATION ON MODERATE AND
HIGH ACHIEVING BLACK ADOLESCENTS
Heather Scriven, Cleopatra Caldwell, Ph.D. , Janette Norrington
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Gender
Academic Self-Concept (Cokley, 2002)
Teacher Discrimination (Wang &
Huguley, 2012)
Racial Socialization (Wang & Huguley,
2012)
Parental Support (Kerpelman, Eryigit &
Stephens, 2007)
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Racial Stereotypes and the
Stereotype threat (Cokley, 2002)
Dis-Identification Theory (Cokley, 2002)
Self-Esteem (Bean, Bush, McKenry & Wilson,
2003)
Dimensions of Parenting Behavior (Bean, et. al., 2003)
Race
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Achievement
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Background Research
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Parental Support
• Supportive adults serve as key protective factors (Zimmerman, Stoddard,
Eisman, Caldwell, Aiyer & Miller, 2013).
• It is extremely important for parents to make sure they are supporting
their children (Kerpelman, Eryigit & Stephens, 2007).
• Parental support is positively associated with higher confidence and
career outcomes (Gushue & Whitson, 2006).
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“’No One Ever Asked Me’: Urban African
American Students’ Perceptions of Educational Resilience” Joseph M. Williams and Tarrell Awe Agahe Portman (2014)
“’Parents need to talk
with their children about
school, which shows
students they value
education and keeps
parents aware of what’s
going on in their lives.’”
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Racial Identity
• African Americans need a strong racial identity to know that they can be
African American and successful despite the negative messages they receive
from the world and the school system (Thomas, et. al., 2009).
• Aside from the negative stereotypes generally experienced by blacks,
black adolescents who are high achievers face additional discrimination
from their own racial group (Grantham & Ford, 2003).
• Racial Identity becomes extremely important in this instance so that black
adolescents do not stifle their achievement by trying to fit themselves into
the narrowed categorization of what the world believes black is (Grantham
& Ford, 2003).
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Self-Concepts
• Racial identity is a specific form of a self-concept, but it is important to
reinforce overall self-concepts as well as specific aspects of race (Neblett,
Chavous, Nguyen & Sellers, 2009).
• Self-esteem is significantly and positively associated with academic
achievement (Bean, et. al., 2003).
• As adolescents matriculate through the school system the relationship
between their self-concepts and academic achievement changes (Cokley,
2002) .
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Teacher Discrimination
• Teacher support is significantly and positively correlated with academic
achievement Gushue & Whitson, 2006
• The experience of discrimination in the classroom is significantly negatively
correlated with academic achievement (Neblett, et. al., 2009)
• Techniques are needed to assist blackadolescents in overcoming the negative
stereotypes placed upon them in the educational system (Zimmerman, et. al.,
2013)
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Current Study
Emotional Support
Anticipated Support
Tangible Support
Emotional Support
Anticipated Support
Tangible Support
Racial Centrality
Racial Private Regard
Racial Public Regard
Racial Centrality
Racial Private Regard
Racial Public Regard
“Racial identity is
defined as the
significance and
qualitative meaning
that individuals
attribute to being Black
in the
conceptualizations of
self” (Thomas,
Caldwell, Faison &
Jackson, 2009).
Self-Esteem
Mastery
Self-Esteem
Mastery
Teacher Discrimination
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Current Study
Racial Centrality • How important race is to individuals
self-concept.
Racial Private Regard • How individual views their own race
Racial Public Regard • How individuals feel other’s view their
race
Emotional Support • Individuals assurance that their feelings will
be responded to appropriately
Anticipated Support • Individuals assurance that they have someone
they can depend on for comfort
Tangible Support • Individuals assurance that they have someone
who shows their support through actions
Mastery • How in control individuals feels of their
environment
Self-Esteem • How individuals overall feels about
themselves
Teacher Discrimination • Individuals feelings of being treated unfairly by their
teacher
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Current Study
I hypothesize that parental support will
have a more significant relationship with
academic achievement for black Above
Average Achievers
I hypothesize that racial identity will
have a more significant impact on
academic achievement for black
Average and Below Achievers
I hypothesize that both mastery and
self-esteem will have a more
significant impact on academic
achievement for black Above
Average Achievers
I also expect these relationships to
vary by sex, with associations in
general being stronger for females
than males
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Method
National Survey of American Life (Jackson, et. al., 2004)
N=1170
607 563
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Results
Variables 1 2 3 4 5 6 7 8 9
1. Academic Achievement
2. Racial Centrality -.080**
3. Racial Private Regard 0.022 .459**
4. Racial Public Regard -.062* .227** .292**
5. Emotional Support .093** 0.02 .081** .109**
6. Anticipated Support .080** .073* .121** .074* .505**
7. Tangible Support .086** 0.037 .116** .114** .362** .321**
8. Mastery .163** -0.037 .154** -0.014 .231** .258** .134**
9. Self-Esteem .156** .075* .184** .063* .254** .301** .113** .545**
10. Teacher Discrimination -.083** 0.015 -0.054 -.098** -.152** -.105** -.099** -.147** -.198**
Table 1. Correlation Matrix of Key Study Variables
N=1170. *p < .05, **p < .01
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Results
M(SD)
Average and Below
Achievers
Above Average
Achievers n F
Racial Identity
Racial Centrality 3.426 (.59) 3.326 (.62) 1151 6.112*
Racial Private Regard 3.198 (1.07) 3.152 (1.03) 1154 0
Racial Public Regard 2.926 (.66) 2.844 (.63) 1146 1.945
Parental Support
Emotional Support 3.118 (1.50) 3.402 (1.46) 1162 10.481**
Anticipated Support 3.301 (1.04) 3.462 (.94) 1162 8.190**
Tangible Support 3.391 (.70) 3.51 (.66) 1159 6.137*
Self-Concepts
Mastery 3.03 (.56) 3.22 (.53) 1162 37.677***
Self-Esteem 3.471 (.45) 3.603 (3.79) 1162 29.078***
Teacher Discrimination
Teacher Discrimination 1.731 (1.03) 1.562 (.96) 1155 6.028**
Table 2. Mean Differences Between Average/Below Achievers and Above
Average Achievers on Study Variables Controlling for Gender
Note: No significant interaction in two way ANOVA. *p < .05, **p < .01, ***p < .001.
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Results
1.5
2
2.5
3
3.5
4
Average/BelowAchievers
Above AverageAchievers
** **
**
*
* ***
***
Figure 1. Mean Differences Between Average/Below Achievers and Above
Average Achievers on Study Variables
Note: Two-way ANOVA controlling for sex. *p < .05, **p < .01, ***p < .001
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Discussion
I hypothesize that parental support will
have a more significant relationship with
academic achievement for black Above
Average Achievers
I hypothesize that racial identity will
have a more significant impact on
academic achievement for black
Average and Below Achievers
I hypothesize that both mastery and
self-esteem will have a more
significant impact on academic
achievement for black Above
Average Achievers
I also expect these relationships to
vary by sex, with associations in
general being stronger for females
than males
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Limitations
CAUSALITY
Ethnic
Composition
S.E.S.
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Future Directions
Control for Additional Confounding Variables
Compare Achievement Groups in Regards to Gender
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Acknowledgements
This was a phenomenal experience and am continuously
appreciative of everyone who has been involved:
Raymond Samuel, Ph.D.
Atty Cheryl Evans
Brittany Parham
Cleopatra Caldwell, Ph.D.
Lynda Fuerstnau
Jocelyn Smith, Ph.D.
Janette Norrington, BA
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References
Thomas, O. N., Caldwell, C. H., Faison, N., & Jackson, J. S. (2009). Promoting academic achievement: The role of racial identity in buffering perceptions of teacher discrimination on academic achievement among African American and Caribbean Black adolescents. Journal Of Educational Psychology, 101(2), 420-431. doi:10.1037/a0014578
Zimmerman, M. A., Stoddard, S. A., Eisman, A. B., Caldwell, C. H., Aiyer, S. M., & Miller, A. (2013). Adolescent resilience: Promotive factors that inform prevention. Child Development Perspectives,7(4), 215-220.
Gushue, G. V., & Whitson, M. L. (2006). The Relationship Among Support, Ethnic Identity, Career Decision Self-Efficacy, and Outcome Expectations in African American High School Students: Applying Scial Cognitive Career Theory. Journal Of Career Development, 33(2), 112-124. doio:10.1177/0894845306293416
Kerpelman, J. L., Eryigit, S., & Stephens, C. J. (2008). African American adolescents' future education orientation: Associations with self-efficacy, ethnic identity, and perceived parental support.Journal Of Youth And Adolescence, 37(8), 997-1008. doi:10.1007/s10964-007-9201-7
Cokley, K. O. (2002). Ethnicity, gender and academic self-concept: A preliminary examination of academic disidentification and implications for psychologists. Cultural Diversity And Ethnic Minority Psychology, 8(4), 378-388. doi:10.1037/1099- 9809.8.4.379
Bean, R. A., Bush, K. R., McKenry, P. C., & Wilson, S. M. (2003). The impact of parental support, behavioral control, and psychological control on the academic achievement and self-esteem of African American and European American adolescents.Journal Of Adolescent Research, 18(5), 523-541. doi:10.1177/0743558403255070
Grantham, T. C., & Ford, D. Y. (2003). Beyond Self-Concept and Self-Esteem: Racial Identity and Gifted African American Students.The High School Journal, 87(1), 18-29. doi:10.1353/hsj.2003.0016
Neblett, E. J., Chavous, T. M., Nguyên, H. X., & Sellers, R. M. (2009). 'Say it loud—I'm Black and I'm proud': Parents' messages about race, racial discrimination, and academic achievement in African American boys. Journal Of Negro Education, 78(3), 246-259.
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Questions