African American adolescents’ academic persistence: a strengths-based approach

Butler-Barnes, Sheretta T.; Chavous, Tabbye M.; Hurd, Noelle; Varner, Fatima

doi:10.1007/s10964-013-9962-0

Cited by 65Racial and Ethnic Identity ResearchCritical Race Theory in EducationCareer Development and Diversity

African American adolescents’ academic persistence: a strengths-based approach

Butler-Barnes, Sheretta T., Chavous, Tabbye M., Hurd, Noelle, Varner, Fatima·2013·Journal of Youth and Adolescence

DOI 10.1007/s10964-013-9962-0

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Abstract

African American adolescents are faced with the challenge to be successful academically, even though they may experience racial discrimination within school settings. Unfortunately, relatively little scholarship explores how African American adolescents draw on personal and cultural assets to persist and thrive in the face of discriminatory experiences. Additionally, little research has explored the buffering role of assets (e.g., racial pride, self-efficacy, and self-acceptance) on the relationship between school-based racial discriminatory experiences and the academic persistence of African American adolescents. Participants in the current study included 220 (58 % girls) socioeconomically diverse African American adolescents. Latent class analysis was utilized to identify clusters based on participants' racial pride, self-efficacy, and self-acceptance. Three cluster groups were identified. The majority of the students belonged to the average group in which adolescents reported average levels of the three study assets. Adolescents in the higher group reported higher assets relative to their peers in the study and those in the lower group reported lower strength-based assets relative to their peers. Results indicated that school-based racial discrimination was associated with lower levels of academic persistence. Additionally, adolescents in the higher assets group reported higher academic persistence in comparison to the average and low group. Our model reflected a promotive but not protective influence of adolescents' assets on their academic persistence.

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Among African American youth, self-acceptance and self-efficacy were equally important in predicting academic persistence, but self-acceptance emerged as the strongest correlate of racial pride.
“Among African American youth, Butler-Barnes et al. (2013) found that self-acceptance and self-efficacy were equally important in predicting academic persistence, but the former emerged as the strongest correlate of racial pride.”
From A hope intervention for adolescents: a randomized controlled trial delivered by paraprofessionals (2025) · cites this paper as Butler-Barnes et al. (2013)

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A hope intervention for adolescents: a randomized controlled trial delivered by paraprofessionals
Scioli, A., MacPherson, N., Murphy, R., Gooding, T., Love, M., Lyons, K. D., & Adachi-Mejia, A. M. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1528504 · Cited by 4 · see citing works

Authors: Butler-Barnes, S. T., Chavous, T. M., Hurd, N., & Varner, F.
Affiliations: University of Michigan (US)
University of Virginia (US)
Fordham University (US)
ORCID: Chavous, Tabbye M.
Hurd, Noelle
Varner, Fatima
Venue: Journal of Youth and Adolescence
Publisher: Springer Science and Business Media LLC
Published: 2013-05-23
Volume: 42
Issue: 9
Pages: 1443-1458
ISSN: 0047-2891 (ISSN-L)
1573-6601
DOI: 10.1007/s10964-013-9962-0
OpenAlex: W2074924869
Cited by: 65
References: 87
Citations by year: 2026: 2 · 2025: 3 · 2024: 4 · 2023: 7 · 2022: 12 · 2021: 5 · 2020: 5 · 2019: 5 · 2018: 5 · 2017: 10 · 2016: 4 · 2015: 1 · 2014: 1
FWCI: 6.17
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Journal of Youth and Adolescence (publishedVersion)
PubMed (publishedVersion)
Open Scholarship Institutional Repository (Washington University in St. Louis) (submittedVersion)
Topics: Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Social Sciences › Safety Research › Career Development and Diversity
Keywords: African American adolescents, academic persistence, racial pride, self-efficacy, self-acceptance, strengths-based approach, cultural property, buffering effect, student subgroups
MeSH terms: Achievement, Adolescent, Adolescent Behavior, Psychology, Adolescent, Black or African American, Child, Cross-Sectional Studies, Female, Humans, Male, Models, Psychological, Schools, Social Identification, Midwestern United States, Models, Statistical, Cluster Analysis, Self Efficacy, Self Report, Racism

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African American adolescents’ academic persistence: a strengths-based approach

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