Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes Among Black Girls and Boys in Predominantly Black and Predominantly White School Districts
Project LEARN Category
L- Listen
E- Educate
A - Acknowledge
R - Respond
Intended Audience(s)
Theme/Focus
Racism
Article Details
Citation:
Leath, S., Mathews, C., Harrison, A., & Chavous, T. (2019). Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes Among Black Girls and Boys in Predominantly Black and Predominantly White School Districts. American Educational Research Journal, 56(4), 1318–1352. https://doi.org/10.3102/0002831218816955
*BIPOC Author Designation
Article Abstract
This study examined the associations among racial identity beliefs (centrality and public regard), racial discrimination, and academic engagement outcomes among 1,659 African American adolescents across two demographically distinct school districts, one predominantly Black, working class (n = 1,100) and one predominantly White, middle class (n = 559). Across these districts, the youths reported that race was a central aspect of their identity and demonstrated varying levels of public regard. Racial discrimination was negatively associated with academic curiosity and persistence, but this effect was moderated by gender and racial identity. Our findings demonstrate the harmful influence of discrimination on the academic engagement of African American adolescents and the protective roles of racial identity beliefs across gender and school racial contexts.