Publication Date

1999

Document Type

Dissertation/Thesis

First Advisor

White, Karen J.

Degree Name

M.A. (Master of Arts)

Legacy Department

Department of Psychology

LCSH

Academic achievement--Middle West; African Americans--Race identity--Middle West; African American students--Middle West--Attitudes; Self-perception in adolescence--Middle West; Self-actualization (Psychology) in adolescence--Middle West

Abstract

Previous research has shown that African American adolescents who have a positive sense of ethnic identity and a balance in what they expect and what they want to avoid are more successful in school than those youth who do not have a balance. In the present study, racial identity, possible selves, and academic achievement were examined with an economically representative sample of African American students in the seventh, eighth, eleventh, and twelfth grades. It was hypothesized that: 1) a positive sense of racial identity would predict a balance in possible selves, 2) a balance in possible selves would predict academic achievement, 3) possible selves would have a mediating relationship between racial identity and academic achievement, and 4) socioeconomic status would be associated positively with academic achievement. In addition, exploratory hypotheses were examined for gender differences and the effect of socioeconomic status on racial identity and possible selves. Results revealed balanced possible selves were significantly related to academic achievement for middle school and high school students. Racial identity and socioeconomic status were not significantly related to any variables.

Comments

Includes bibliographical references (pages [71]-73)

Extent

v, 96 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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