From Alienation to Efficacy: An Examination of Racial Identity and Racial Academic Stereotypes Among Black Male Adolescents

2015 ◽  
Vol 53 (7) ◽  
pp. 899-928 ◽  
Author(s):  
James M. Ellis ◽  
Larry Lee Rowley ◽  
Christopher J. Nellum ◽  
Chauncey D. Smith
Keyword(s):  
Academic Success ◽  
Racial Identity ◽  
Black Male ◽  
Social Cognitive ◽  
Academically Successful ◽  
Mentoring Programs ◽  
Male Adolescents ◽  
Racial Centrality ◽  
School Efficacy ◽  
Academic Stereotypes

Black male adolescents face unique barriers in schools that may contribute to racial disparities in educational outcomes. Their social-cognitive strengths, however, influence their confidence to be academically successful despite these barriers. This study explored whether racial academic stereotypes and racial centrality were associated with and predicted school efficacy among 103 urban Black male adolescents. Findings indicated that racial centrality had the strongest relationship with and was the strongest predictor of school efficacy. Youth mentoring programs and educators who work with urban Black male adolescents play a key role in promoting and shaping their efficacious beliefs toward their academic success.

Examining Racial Discrimination’s Association With Depressive Symptoms Through Metadehumanization Among African Americans: Does Racial Identity Matter?

2020 ◽  
pp. 009579842098366
Author(s):  
Yara Mekawi ◽  
Natalie N. Watson-Singleton
Keyword(s):  
Depressive Symptoms ◽  
Racial Identity ◽  
African Americans ◽  
Racial Discrimination ◽  
Indirect Effect ◽  
Social Cognitive ◽  
Empirical Work ◽  
The United States ◽  
Racial Groups ◽  
Social Cognitive Theories

Though considerable empirical work has documented the ways in which African Americans are dehumanized by other racial groups, there is no research examining how perceiving dehumanization (i.e., metadehumanization) is associated with the mental health of African Americans. In this study, we examined the indirect effect of racial discrimination on depressive symptoms through metadehumanization and explored whether this indirect effect was contingent on racial identity (i.e., centrality, private regard). African American students completed measures in a university lab located in the Midwestern region of the United States ( N = 326; Mage = 19.7, 72.4% women). We found that the degree to which racial discrimination was indirectly associated with depressive symptoms through metadehumanization was contingent on racial identity dimensions. Specifically, the indirect effect of racial discrimination on depressive symptoms through metadehumanization was only significant for individuals who were relatively higher on centrality and private regard. This research suggests that the role of metadehumanization is stronger among African Americans who strongly identify with and have positive views of their racial group. We discuss these results in the context of social cognitive theories.

How to Have Your Cake and Eat It Too: Strategic Indulgence in Big-Time Collegiate Sports Among Academically Successful Students

2018 ◽  
Vol 10 (6) ◽  
pp. 792-801 ◽  
Author(s):  
Lile Jia ◽  
Edward R. Hirt ◽  
Alethea H. Q. Koh
Keyword(s):  
Academic Success ◽  
Grade Point Average ◽  
Goal Pursuit ◽  
Past Research ◽  
Academically Successful ◽  
Low Grade ◽  
Collegiate Sports ◽  
Grade Point ◽  
Successful Students

Past research on academic success emphasizes the need to avoid pleasurable nonacademic activities. In the context of enjoying big-time collegiate sports, we examined the notion that students, especially academically successful ones, may strategically indulge in sports games to resolve the conflict with academic pursuit. After confirming that high- (vs. low-) grade point average (GPA) students indeed found game-related activities less disruptive ( Npilot = 325), we proceeded to study whether strategic indulgence or single-minded avoidance was their preferred means to resolve the game–study conflict. High- (vs. low-) GPA students exhibited three features of strategic indulgence. They were more sensitive to the goodness of the opportunity to partake in collegiate sports ( NStudy1 = 216), engaged in compensatory planning to study on nongame days ( NSudy2 = 409), and actively engaged and enjoyed the game-related activities ( Nstudy3 = 530). These results suggest that understanding strategic indulgence in tempting activities would enrich our knowledge of long-term goal pursuit.

scholarly journals Academic Survival Skills for Urban Students

2020 ◽  
Vol 5 (3) ◽  
pp. 1
Author(s):  
Frederick M. Hampton
Keyword(s):  
Academic Success ◽  
Personal Growth ◽  
Educational Outcomes ◽  
Personal Responsibility ◽  
Urban Students ◽  
Academically Successful ◽  
Qualitative And Quantitative ◽  
Economic Background ◽  
Quantitative Analyses ◽  
Survival Skills

This article discusses specific attitudes, behaviors, and skills used by some urban students to greatly enhance their chances of experiencing academic success in school. Both qualitative and quantitative analyses demonstrate that regardless of students’ socio-economic background or ethnicity and race, high achievement can become an expectation. The research found the most commonly shared attribute among academically successful urban students was their willingness to assume greater personal responsibility for their educational outcomes. This research supports the position that urban schools should incorporate the teaching and practice of these attitudes, behaviors, and skills into the daily curriculum as a mechanism for meaningful student achievement and personal growth.

Introducing the Black Male Adult Learner Success Theory

2020 ◽  
pp. 074171362095960
Author(s):  
Ramon B. Goings
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Adult Learners ◽  
Black Male ◽  
Adult Learner ◽  
Theoretical Frameworks ◽  
Male Adult ◽  
Scholar Identity ◽  
The Impact ◽  
Learner Success

Given the preponderance of deficit-oriented discourse about Black men and adult learners in higher education, there have not been theoretical frameworks put forth to explain the success of Black male adult learners in higher education. Thus, this article describes the Black male adult learner success theory, which builds on Gilman Whiting’s scholar identity model and Urie Bronfenbrenner’s bioecological system theory and was developed as a lens to examine the unique experiences of Black male adult learners in higher education and the impact of their various environments on their academic success. In response to the call for action from adult education scholars, this article introduces an asset-based theoretical approach for researchers to use when studying Black male adult learners. The article provides implications for using the Black male adult learner success theory for policy and practitioners. The article ends with providing future recommendations for research based on the theory.

scholarly journals Racial Identity, Masculinities, and Violence Exposure: Perspectives From Male Adolescents in Marginalized Neighborhoods

2020 ◽  
Vol 67 (5) ◽  
pp. 638-644 ◽  
Author(s):  
Steven Quam ◽  
Cortney VanHook ◽  
Nicholas Szoko ◽  
Andrew Passarello ◽  
Elizabeth Miller ◽  
...  
Keyword(s):  
Racial Identity ◽  
Violence Exposure ◽  
Male Adolescents

Partner pregnancy related experience: Black male adolescents and young adults

1990 ◽  
Vol 11 (4) ◽  
pp. 377
Author(s):  
Sunita B. Saxena ◽  
Renee R. Jenkins ◽  
Suzanne M. Randolph ◽  
Samuel A. Gordon
Keyword(s):  
Young Adults ◽  
Black Male ◽  
Adolescents And Young Adults ◽  
Male Adolescents
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