The current study draws on a hierarchical linear regression procedure to address the problem of overinterpretation in research on racial identity attitudes and academic achievement. The Racial Identity Attitude Scale, Rosenberg Self-Esteem Scale, and a background questionnaire were administered to 128 African American students from a Historically Black College & University. Results show that the unique effect of racial identity on academic outcome is minimal. Moreover, over 50% of racial identity's effect on academic outcome is predicted by individual differences in self-esteem. A model examining the relationship between racial identity, self-esteem, and academic outcome is presented.Hierarchical linear regression (HLR) determines the extent to which two or more predictors are linked independently to systematic variations in a criterion variable. Developmental, social, and counseling psychologists consider the practicality of HLR when identifying the relative contributions that personal identities and self-concept make to academic achievement. Research assessing the impact of racial identity and self-esteem on academic Although the systematic manipulation of antecedent conditions in experimental settings affords many scientists with powerful statistical tools, social scientists in particular often struggle with less powerful research techniques when attempting to capture more elusive theoretical phenomena. As a consequence, there is a common tendency among researchers "to attribute more causal force to the results of statistical analyses than they actually deserve" (Lindenberger & Pötter, 1998, p. 218). Mackinnon, Lockwood, Hoffman, West, and Sheets (2002) also addressed this concern and concluded that existing statistical methods used to test independent, mediator, and dependent variables such as the Baron and Kenny (1986) approach suffer from low statistical power. Thus, causal inferences regarding variable effects remain complex and confusing.Lindenberger and Pötter (1998) demonstrated that significant findings from HLR procedures risk "over-interpretation" (p. 218). For instance, in a model in which the relationship of racial identity (RI), self-esteem (SE), and academic outcome (GPA) are assessed using hierarchical linear regression, researchers may find that 56% of RI-related variance in GPA is shared with SE. Conversely, 44% of the variance in GPA predicted by RI is unique to RI. The unique contribution of RI is defined as the proportion of variance in GPA attributed to RI when RI is entered last in the analysis (R 2 increment). Lindenberger and Pötter (1998) cautioned that the interpretations from such analyses remain imprecise. For example, one interpretation of the results could be that RI differences in GPA are predicted to 56% by RI differences in SE. A second, more general interpretation may conclude that RI-related changes in GPA are predicted by individual differences-not solely RIrelated differences-in SE.Lindenberger and Pötter (1998) addressed the problem of overinterpretation by attributing its...
Charles Lockett is an Assistant Professor in theSchool of Psychology at James Madison University, where he teaches developmental psychology as well as advanced topic courses in cultural psychology and the psychology of race and racism. A graduate of Howard University, Lockett credits Howard's Preparing Future Faculty Fellowship Program for his grasp of classroom dynamics. Lockett's research focus is examining cultural and personal identity factors that lead to achievement among minority populations. Robert
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