Academic Identity: A Longitudinal Investigation of African American Adolescents’ Academic Persistence

Abstract

Adolescence is a vulnerable period for the development of academic identification and academic persistence, particularly among African American adolescents. The present study investigated how cultural assets (i.e., private regard and racial centrality) and academic assets (i.e., academic curiosity and academic self-esteem) influence African American adolescent boys' (n = 109) and girls' (n = 153) academic persistence over time. Additionally, we explored whether oppositional academic identity mediated the relationships between academic and cultural assets and academic persistence. Data were drawn from a cross-sectional longitudinal study. Results indicated significant direct effects of academic assets on academic persistence at Times 1 and 2 for boys and at Times 1, 2, and 3 for girls. Furthermore, oppositional academic identity mediated the relationship between boys', but not girls', cultural assets and academic persistence at Time 1. These findings have implications for understanding the role of assets in the lives of African American youth.

Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes Among Black Girls and Boys in Predominantly Black and Predominantly White School Districts

“…Finally, there is a dearth of research examining contextual variation in the associations among racial discrimination, racial identity, and academic engagement, specifically the variation between youth in predominately Black and predominately White school settings. As such, this study tested contentions from prior scholarship linking racial centrality and public regard to positive academic engagement for Black adolescents, especially in predominately White schools, where they may routinely experience token status and challenging racial climates (Butler-Barnes, Varner, Williams, & Sellers, 2017).…”

Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review

“…Adolescent Black girls with a strong sense of self are determined to stay focused in school and maintain their grades even through adversity (Morris, 2007; Pearson, 2008). Black girls who academically persist in school often report having high grades and are academically curious (Butler-Barnes et al, 2017). Interestingly, participation in physical activity has been shown to increase persistence, alleviate boredom, and increase concentration leading to higher academic performance for Black girls (Shen, 2017).…”

“…Black girls’ aspirations may help develop future academic outcomes (Honora, 2002). High academic aspirations enable Black girls to persist academically and overcome difficulties (Butler-Barnes et al, 2017; Neal-Jackson, 2018). Black girls maintain that hard work leads to academic success and a way to reverse negative socioeconomic status (Archer-Banks & Behar-Horenstein, 2012; Evans-Winters, 2005; Neal-Jackson, 2018).…”

“…Private regard and racial centrality act as buffers against negative racial experiences for Black girls in school (Butler-Barnes et al, 2018). Cultural assets (private regard and racial centrality) and academic assets (academic curiosity and academic self-esteem) influence Black girls’ persistence in school (Butler-Barnes et al, 2017). Adolescent Black girls with high personal and cultural assets have a high sense of self which includes high private regard, high self-acceptance, and high self-efficacy, and they report higher persistence than Black girls with a lower sense of self (Butler-Barnes et al, 2017).…”

Expect the Best; Not the Worst: The Impact of Parental Expectation on Black Males’ Math Scores

“…Educational expectancy, which is how an individual identifies with their academics and their views regarding their academic ability, can help shape a person's beliefs regarding their academic self-concept. For Black males, the development of a negative academic self-concept and academic disidentification is often linked with experiences of discrimination and negative messages received in the academic setting (Butler-Barnes et al, 2016). Noguera (2003) reported that classroom settings influence how Black males perceive and understand themselves within the academic environment.…”