Ethnic and racial identity in childhood and adolescence.

Hudley, Cynthia; Irving, Miles A.

doi:10.1037/13274-011

Cited by 11 publications

(17 citation statements)

References 98 publications

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“…For example, African Americans 1 We note that there is disagreement and discussion about whether race and ethnicity should be considered interchangeable or separate constructs. See Hudley and Irving (2012) for an excellent discussion of the overlap and distinction between race and ethnicity.…”

Section: Conflation Of Termsmentioning

confidence: 99%

Examining the Academic Motivation of a Diverse Student Population: A Consideration of Methodology

Urdan

Bruchmann

2018

Educational Psychologist

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In this article, we review research that has examined the association between race, ethnicity, culture, and student motivation. We begin by describing potential problems regarding how race, ethnicity, and culture are defined in research. Next, we review some of the methods that have been used to examine the associations among race, ethnicity, culture, and several constructs related to academic motivation (e.g., valuing of education, ethnic identity, generational status, and other contextual factors). In this review, we highlight how different methodologies reflect different assumptions, and have led to different conclusions, about these associations. The article concludes with a consideration of future research questions and methodology, including important factors to consider when examining the intersection of race, ethnicity, culture, and academic motivation.

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Section: Conflation Of Termsmentioning

confidence: 99%

Examining the Academic Motivation of a Diverse Student Population: A Consideration of Methodology

Urdan

Bruchmann

2018

Educational Psychologist

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“…One aspect of identity formation that has been argued to be particularly important for members of ethnic minority groups is the development of an ethnic or racial identity (ERI) (Hudley & Irving, 2012;Rivas-Drake et al, 2014). Researchers have studied ERI as an aspect of identity in its own right but also because it often exhibits strong associations with other variables during adolescence.…”

mentioning

confidence: 99%

Ethnic/racial identity and academic achievement: A meta-analytic review

Miller‐Cotto

Byrnes

2016

Developmental Review

103

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“…A strong cultural/ethnic identity further helps individuals deal with conflict related to intercultural contact, acculturative stress, and second culture acquisition (Hudley & Irving, 2012). Although cultural/ ethnic identity is important to all cultural/ethnic groups in the United States, it is more relevant to minority groups, who must negotiate their daily lives and interactions with others in terms of their own cultural group and mainstream U.S. culture (King et al, 2014;Oyserman, Brickman, & Rhodes, 2007;Schwartz et al, 2013;Wakefield & Hudley, 2007).…”

Section: Cultural Differencesmentioning

confidence: 99%

“…Before exploring this phenomenon, it is first necessary to discuss the importance of culture and cultural/ethnic identity in the lives of individuals and groups. Cultural and social psychology research has explicated the central importance of culture and cultural/ethnic identity in the lives of individuals (Hudley & Irving, 2012; Usborne & Taylor, 2010).…”

Section: Urban Schools: the Intersection Of Race Culture And Ses Anmentioning

confidence: 99%

Addressing the Sociocultural Determinants of African American Students’ Academic Achievement: The Four Themes of the American School Counselor Association’s National Model and the Role of School Counselors

Rust

2016

Urban Education

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Social justice, ensuring that all students receive access to equitable educational resources and opportunities to succeed academically, is a guiding principle for school counselors. With this ideal in mind, specific sociocultural factors that affect the academic achievement of African American students in urban school settings are considered. Subsequently, the four themes of the American School Counselor Association's National Model-leadership, advocacy, collaboration, and systematic change-are used to provide school counselors in urban schools with guidelines to address the academic achievement of African American students related to these sociocultural factors.

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Ethnic and racial identity in childhood and adolescence.

Cited by 11 publications

References 98 publications

Examining the Academic Motivation of a Diverse Student Population: A Consideration of Methodology

Examining the Academic Motivation of a Diverse Student Population: A Consideration of Methodology

Ethnic/racial identity and academic achievement: A meta-analytic review

Addressing the Sociocultural Determinants of African American Students’ Academic Achievement: The Four Themes of the American School Counselor Association’s National Model and the Role of School Counselors

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