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

被引：24
|
作者：
Ellis, James M. [1 ]
Rowley, Larry Lee [2 ]
Nellum, Christopher J. [4 ]
Smith, Chauncey D. [3 ]
机构：
[1] Univ N Carolina, Chapel Hill, NC 27515 USA
[2] Univ Michigan, DAAS, Ann Arbor, MI 48109 USA
[3] Univ Michigan, Combined Program Educ & Psychol, Ann Arbor, MI 48109 USA
[4] Amer Council Educ, Ctr Policy Res & Strategy, Washington, DC USA
来源：
URBAN EDUCATION | 2018年 / 53卷 / 07期
关键词：
racial centrality; racial identity; racial stereotypes; academic self-efficacy; academic achievement; Black adolescents; adolescent; African American students; Black males; race; AMERICAN MALE-STUDENTS; AFRICAN-AMERICAN; SELF-EFFICACY; GENDER STEREOTYPES; SCHOOL ENGAGEMENT; ETHNIC-IDENTITY; ACHIEVEMENT; DISCRIMINATION; BELIEFS; RACE;
D O I：
10.1177/0042085915602538
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：899 / 928
页数：30
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