Consistency is key: Understanding academic socialization among high-achieving Black boys

Francis, Trenel E.; Hughes, Diane; Watford, Jon Alexander; Way, Niobe

doi:10.1016/j.appdev.2020.101181

Cited by 3 publications

(3 citation statements)

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“…In the current study, we use a developmental psychology perspective (Phinney, 2003), where ethnic identity is defined as "a feeling of belonging to one's group, a clear understanding of the meaning of one's membership, positive attitudes toward the group, familiarity with its history and culture, and involvement in its practices" (Phinney et al, 1994) 1 . 1 The terms racial socialization and ethnic socialization are used broadly to refer to the intergenerational transmission of information regarding race and ethnicity (Hughes et al, 2006;Francis et al, 2021). Historically, research on racial socialization focused on African American parents' efforts to help their children understand racial barriers given systems of racial stratification in the United States (e.g., Boykin and Toms, 1985;Spencer and Markstrom-Adams, 1990).…”

Section: The Moderating Role Of Ethnic Identitymentioning

confidence: 99%

“… 1 The terms racial socialization and ethnic socialization are used broadly to refer to the intergenerational transmission of information regarding race and ethnicity ( Hughes et al, 2006 ; Francis et al, 2021 ). Historically, research on racial socialization focused on African American parents’ efforts to help their children understand racial barriers given systems of racial stratification in the United States (e.g., Boykin and Toms, 1985 ; Spencer and Markstrom-Adams, 1990 ).…”

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Perceived Discrimination and Motivation to Pursue Higher Education in Ethiopian-Origin Students: The Moderating Role of Ethnic Identity

et al. 2021

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Research has increasingly recognized the adverse effects of perceived discrimination on the academic outcomes of children and adolescents from ethnic and racial minority backgrounds. However, little is known about the association between perceived discrimination and the motivation of ethnic minority students to pursue higher education. Guided by an academic resilience framework, the current study examined the relationship between perceived discrimination and two types of motivation to pursue higher education (personal/career-driven and expectation-driven) among Ethiopian undergraduate students in Israel. In addition, we examined the role of ethnic identity as a potential moderator of this relationship. Participants were 183 undergraduate students of Ethiopian origin (77% females) who studied in 18 different higher-education institutes. Participants completed self-report questionnaires concerning their experiences of perceived discrimination, affiliation with their Ethiopian identity, and their reasons for pursuing higher education. Results showed that frequent discrimination experiences were positively related to a stronger ethnic identity and to higher levels of personal/career motivation to pursue higher education. Ethnic identity moderated the relationship between perceived discrimination and personal/career motivation so that the association was significant under low and moderate levels of ethnic identity but not under high levels. Our findings suggest that the awareness of discrimination may motivate students to pursue higher education and succeed in academia. However, the motivating force of perceived discrimination diminishes under high levels of ethnic identification. Further investigation is needed to explore how discrimination and ethnic identity work together to impact academic motivation in different developmental stages and socio-cultural contexts.

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Section: The Moderating Role Of Ethnic Identitymentioning

confidence: 99%

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Perceived Discrimination and Motivation to Pursue Higher Education in Ethiopian-Origin Students: The Moderating Role of Ethnic Identity

et al. 2021

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“…Despite findings regarding associations between preparation for bias on Black youths’ outcomes being mixed (see Authors, 2006; Umana‐Taylor& Hill, 2020), some studies found that preparation for bias supports Black adolescents' reports of academic competence, positive ethnic‐racial identity, and psychological well‐being (i.e., Friend, Hunter, & Fletcher, 2011; Wang et al., 2020; see Authors, 2006; Francis, Hughes, Watford, & Way, 2021). Further evidence suggests that preparation for bias can serve as a buffer or protection against aggressive behavior and anger or anxiety as a reaction to rejection (Henry, Lambert, & Smith Bynum, 2015; Lei, Lavner, Carter, Hart, & Beach, 2021; Stevenson, 2004).…”

Section: Resistance To Anti‐black Oppressionmentioning

confidence: 99%

Lessons of Resistance from Black Mothers to their Black Sons

Das

Pitts

Arevalo

et al. 2022

J of Research on Adolesc

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In negotiating the anti-Black oppression, Black mothers communicate lessons of resistance in their racial socialization messages to their Black adolescent boys. We investigate whether distinct strategies of resistance for survival, characterized by individual-focused immediate strategies of resistance, and resistance for liberation, strategies of resistance that disrupt systems of anti-Black oppression rooted in furthering collective Black empowerment, are employed in Black mothers' messages to their sons. In this manuscript, we use longitudinal data of Black mothers' of adolescent boys interviews (N = 31) across three time points (6th-11th grade). Our findings indicate the presence of various strategies of resistance for survival and resistance for liberation within Black mothers' preparation for bias socialization.

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Race for Social Justice in Higher Education

Patterson

2022

Advances in Religious and Cultural Studies

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In the last decade, there has been a greater focus on social justice concerns in United States. These concerns include addressing situations of racism, microaggressions, and racial injustices. As a result of these concerns, the need for social justice has become more apparent for institutions of higher education to adjust and rethink how they become more inclusive and provide more equitable opportunities for all stakeholders. Institutions of higher education are being pushed into unfamiliar territory, and the role of academics and high education institutions will need to be redefined in a new model of true systematic change and policy overhaul. How do institutions of higher education (colleges and universities) become more accountable in reshaping their purpose and mission statements through the lens of social justice and inclusivity? This chapter will generate insights and illuminate ongoing institutional conversations regarding the successful adoption of social justice frameworks and practices in the foundations of higher education.

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Consistency is key: Understanding academic socialization among high-achieving Black boys

Cited by 3 publications

References 27 publications

Perceived Discrimination and Motivation to Pursue Higher Education in Ethiopian-Origin Students: The Moderating Role of Ethnic Identity

Perceived Discrimination and Motivation to Pursue Higher Education in Ethiopian-Origin Students: The Moderating Role of Ethnic Identity

Lessons of Resistance from Black Mothers to their Black Sons

Race for Social Justice in Higher Education

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