The Role of Racial Identity, Academic Self-Concept, and Self-Esteem in the Prediction of Academic Outcomes for African American Students

Germine H. Awad

162 citations0/0 files storedJournal of Black Psychology

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Racial and Ethnic Identity Research Education, Achievement, and Giftedness Critical Race Theory in Education

Abstract

The purpose of the present study was to examine the extent to which racial identity, academic self-concept, and self-esteem predict two types of academic outcomes, grade point average (GPA), and verbal Graduate Record Examination scores. Although grades and standardized test performance are often collapsed under the category of academic performance, no studies have examined both of these variables' relations with racial identity, academic self-concept, and self-esteem together in the same study. A total of 313 African American students derived from two separate samples participated in the current study. The results indicated that academic self-concept significantly predicted students' GPA but not their test scores. Furthermore, racial identity did not predict either grades or test performance. The strongest predictor of test performance was the age of the student. Implications of the study findings are discussed.

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1965Society and the Adolescent Self-Image 1995Stereotype threat and the intellectual test performance of African Americans.1997A threat in the air: How stereotypes shape intellectual identity and performance.1990Ethnic identity in adolescents and adults: Review of research.1989Social stigma and self-esteem: The self-protective properties of stigma.1986Black students' school success: Coping with the ?burden of ?acting white??2011The Black-White Test Score Gap 1994Shades of Black: Diversity in African-American identity

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