Can racial identity be promotive of academic ef cacy ?
نویسندگان
چکیده
We hypothesised a gender speci c relationship between ef cacy and three components of racial identity, feeling that achievement is part of being black, feeling connected to the black community, and sensitivity to, awareness of outgroup barriers and racism. Because male gender socialisation downplays relationality, the ‘‘connectedness’’ component of racial identity was posited to be particularly helpful for boys. Because female gender socialisation downplays independent achievement and agency, the ‘‘achievement’’ component of racial identity was posited to be particularly helpful for girls in buffering the negative effects of the ‘‘awareness of racism’’ component. Controlling for fall grades and academic ef cacy, fall racial identity signi cantly predicted spring academic ef cacy differentially for boys and girls (n ˆ 91 African-American eighth graders), with the lack of the achievement component of racial identity being particularly detrimental to girls.
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