“Gender Matters, Too: The Influences of School Racial Discrimination and Racial Identity on Academic Engagement Outcomes among African American Adolescents”
Abstract
The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and school importance attitudes for boys. Also, centrality moderated the relationship between discrimination and academic outcomes in ways that differed across gender. For boys, higher racial centrality related to diminished risk for lower school importance attitudes and grades from experiencing classroom discrimination relative to boys lower in centrality, and girls with higher centrality were protected against the negative impact of peer discrimination on school importance and academic self-concept. However, among lower race-central girls, peer discrimination related positively to academic self-concept. Finally, socioeconomic background moderated the relationship of discrimination with academic outcomes differently for girls and boys. The authors discuss the need to consider interactions of individual- and contextual-level factors in better understanding African American youths' academic and social development.
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Prior work has shown that exposure to racial bias during childhood adversely affects black youth, especially black boys, in school.
“Prior work has shown that exposure to racial bias during childhood adversely affects black youth, especially black boys, in school (e.g., Simpson and Erickson 1983; Chavous et al. 2008).”
From Race and Economic Opportunity in the United States: an Intergenerational Perspective* (2020) · cites this paper as Chavous et al. 2008
Cites
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“…2002), there is more empirical support for the notion that stronger racial identity relates to higher achievement values (Chavous et al., 2003; Phinney, 1990) and may buffer adolescents from the negative impact of perceiving racial barriers on their academic motivation and engagement (e.g.,…”
BackgroundResultInfluentialBlack students' school success: Coping with the ?burden of ?acting white??
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Self-citationRace and Gender Influences on Adjustment in Early Adolescence: Investigation of an Integrative Model
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Schools as Developmental Contexts During Adolescence
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Self-citationBenner, A. D., & Graham, S. (2013) · Developmental Psychology · doi:10.1037/a0030557 · Cited by 384 · see citing works
Daily multidimensional racial discrimination among Black U.S. American adolescents
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Smalls, C., White, R., Chavous, T., & Sellers, R. (2007) · Journal of Black Psychology · doi:10.1177/0095798407302541 · Cited by 243 · see citing works
Self-citationSeaton, E. K., & Yip, T. (2009) · Journal of Youth and Adolescence · doi:10.1007/s10964-008-9356-x · Cited by 219 · see citing works
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African American adolescents’ academic persistence: a strengths-based approach
Butler-Barnes, S. T., Chavous, T. M., Hurd, N., & Varner, F. (2013) · Journal of Youth and Adolescence · doi:10.1007/s10964-013-9962-0 · Cited by 65 · see citing works
Self-citationBernard, D., & Neblett, E. (2018) · Adolescent Research Review · doi:10.1007/s40894-017-0073-0 · Cited by 26 · see citing works
Barrie, R. E., Langrehr, K., Jerémie-Brink, G., Alder, N., Hewitt, A., & Thomas, A. (2016) · Counselling Psychology Quarterly · doi:10.1080/09515070.2015.1129494 · Cited by 17 · see citing works
- Authors
- Chavous, T. M., Rivas-Drake, D., Smalls, C., Griffin, T., & Cogburn, C.
- Affiliations
- University of Michigan (US)
- University of North Carolina at Chapel Hill (US)
- Venue
- Developmental Psychology
- Published
- 2008-05
- Volume
- 44
- Issue
- 3
- Pages
- 637-654
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2110113679
- Cited by
- 476
- References
- 6
- Citations by year
- 2026: 9 · 2025: 16 · 2024: 20 · 2023: 18 · 2022: 38 · 2021: 30 · 2020: 42 · 2019: 50 · 2018: 32 · 2017: 24 · 2016: 39 · 2015: 25 · 2014: 27 · 2013: 16 · 2012: 21
- FWCI
- 74.06
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Psychology (publishedVersion)
- PubMed (publishedVersion)
- 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
- racial identity, academic engagement, African American adolescents, gender differences, racial centrality, peer discrimination, academic self-concept, academic performance, socioeconomic status, moderation
- MeSH terms
- Achievement, Adolescent, Black or African American, Female, Gender Identity, Humans, Male, Maryland, Motivation, Peer Group, Prejudice, Social Environment, Social Identification, Socioeconomic Factors, Students, Black People
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