African American Adolescents’ Future Education Orientation: Associations with Self-efficacy, Ethnic Identity, and Perceived Parental Support

Kerpelman, Jennifer L.; Eryigit, Suna; Stephens, Carolyn J.

doi:10.1007/s10964-007-9201-7

Cited by 160 publications

(119 citation statements)

References 50 publications

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“…An academic setting that is responsive to a learner's background by utilising culturally responsive pedagogy can provide support for high academic goals, motivation to learn, and gains respect from others, all of which can affect self-efficacy beliefs. Additionally, positive self-efficacy beliefs have been noted to increase the kinds of behaviours that promote success in academic settings (Kerpelman, Eryigit, & Stephens, 2008). For example, students are more likely to engage in productive work habits, have positive performance expectations, and utilise more effective problem solving strategies (Siwatu, 2009(Siwatu, , 2011.…”

Section: Introductionmentioning

confidence: 99%

Culturally familiar tasks on reading performance and self-efficacy of culturally and linguistically diverse students

Kelley

Siwatu

Tost

et al. 2015

Educational Psychology in Practice

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Grounded in the theoretical frameworks of constructivism and social cognitive theory, this study examined utilising culturally responsive pedagogy through a Latino themed reading task with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted in an urban middle school in the south-western United States with 43 seventh grade students whose age ranged from 12 to 13 years. The majority of participants in this study reported to be Hispanic or multiracial with Hispanic origins. This study's findings added to the existing knowledge base regarding the effectiveness of culturally responsive teaching practices. More specifically, culturally responsive pedagogy was utilised in the form of a reading task to examine its influence on students' recall and reading comprehension performance. Furthermore, the findings of this study suggest that a culturally familiar reading task may increase reading self-efficacy beliefs. Implications for primary and secondary teachers, administrators, parents, and students pertain to the importance of utilising culturally responsive pedagogy as a teaching method to increase reading achievement and reading self-efficacy for culturally and linguistically diverse students.

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Section: Introductionmentioning

confidence: 99%

Culturally familiar tasks on reading performance and self-efficacy of culturally and linguistically diverse students

Kelley

Siwatu

Tost

et al. 2015

Educational Psychology in Practice

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show abstract

“…These statistics illustrate that a number of Black students start at 4-year institutions intending on majoring in the sciences, but few graduate with a science degree. Kerpelman, Eryigit, and Stephens' (2008) research found that Black students are underrepresented in higher education and experience many barriers that prevent their success. However, other research suggests that students at…”

Section: Stem Education Statisticsmentioning

confidence: 99%

Multicultural Science Education

2014

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“…Thus, in addition to family demographic variables, we included youth reports of parental support in our predictive models as indicators of family-level supports and resources. Research suggests that social support from parents plays a substantial role in adolescent achievement outcomes, for instance, relating positively to school selfefficacy beliefs, educational values, academic aspirations, and better school attendance (e.g., Davis et al 2002;Kerpelman et al 2008;Plybon et al 2003;Steward et al 2008). Research also suggests the particular importance of perceived parent support for African American adolescent boys' self-efficacy beliefs (e.g., Nebbitt 2009).…”

Section: Parents' Emotional Supportmentioning

confidence: 99%

“…Research also suggests the particular importance of perceived parent support for African American adolescent boys' self-efficacy beliefs (e.g., Nebbitt 2009). Also, in these studies, parental support explains considerable variance in academic outcomes, ranging from .20 to .47 (e.g., Bean et al 2003;Kerpelman et al 2008;Nebbitt 2009;Plybon et al 2003). Therefore, we also included parent support variables to help account for error variance between achievement motivation beliefs, exposure to community violence, private regard, and religious coping.…”

Section: Parents' Emotional Supportmentioning

confidence: 99%

Exposure to Violence and Achievement Motivation Beliefs: Moderating Roles of Cultural-Ecological Factors

2011

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This study conceptualized individual-level cultural-ecological factors (racial identity and religious coping) as adolescent assets that would promote achievement motivation and reduce negative associations between community violence exposure and motivation. Our examination of African American adolescents (N = 380) from urban contexts indicated a negative association between community violence exposure and motivation beliefs (academic selfefficacy and academic importance). Accounting for socioeconomic factors and parental support, higher racial pride (private regard), and higher use of religion to cope with difficult times predicted higher motivation beliefs. Religious coping reduced the negative association of violence exposure with motivation beliefs. Among boys, however, there was a stronger, negative relationship between community violence and academic self-efficacy for those higher in private regard. Boys reporting higher private regard had more positive motivation beliefs when experiencing lower community violence. Results suggest cultural-ecological factors can support academic motivation but also may not fully protect youth exposed to high ecological risk.

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African American Adolescents’ Future Education Orientation: Associations with Self-efficacy, Ethnic Identity, and Perceived Parental Support

Cited by 160 publications

References 50 publications

Culturally familiar tasks on reading performance and self-efficacy of culturally and linguistically diverse students

Culturally familiar tasks on reading performance and self-efficacy of culturally and linguistically diverse students

Multicultural Science Education

Exposure to Violence and Achievement Motivation Beliefs: Moderating Roles of Cultural-Ecological Factors

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