Academic disidentification in Black college students: The role of teacher trust and gender.

Shannon E. McClain · Kevin Cokley

35 citations0/0 files storedCultural Diversity & Ethnic Minority Psychology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Education, Achievement, and Giftedness Higher Education Research Studies Critical Race Theory in Education

Abstract

OBJECTIVES: Research has identified academic disidentification as a phenomenon that appears to uniquely impact Black male students. However, few empirical studies examine what underlies such gender differences. This study examined whether students' teacher trust is a factor underlying academic disidentification in Black college students and whether this is moderated by gender. Academic disidentification was investigated by examining the strength of the relation between a student's view of his or her academic abilities in comparison to peers (i.e., academic self-concept [ASC]) and the student's academic outcomes (i.e., grade point average [GPA]). Attribution theory was used as a lens to test a hypothesized multigroup path model that linked age to teacher trust and ASC, and ASC to GPA through teacher trust. Alternative models were also tested. METHOD: Participants were 319 Black students (120 males and 199 females) recruited from a large, southwestern, predominantly White university. RESULTS: Results revealed the hypothesized model fit the data reasonably well, whereas the alternative models resulted in a poorer fit. The final model supported our hypothesis that the relation between ASC and GPA is partially mediated by teacher trust and this relation was moderated by gender, such that the indirect effect was significantly stronger for males than females. Several significant differences were also found across gender for direct paths. CONCLUSIONS: These findings suggest college students' trust of faculty may be particularly important for Black males and is likely a contributing factor to academic disidentification. Practical implications for university professionals' facilitation of Black college students' academic development are discussed. (PsycINFO Database Record

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 35 citations exist upstream.

References

1986An Attributional Theory of Motivation and Emotion 2009Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice 2016Status and Trends in the Education of Racial and Ethnic Groups 2016. NCES 2016-007.1991Social stigma: The affective consequences of attributional ambiguity.1999Five Faces of Trust: An Empirical Confirmation in Urban Elementary Schools 1998Coping with Negative Stereotypes about Intellectual Performance: The Role of Psychological Disengagement 2008Extending Notions of Campus Climate and Diversity to Students' Transition to College 1999African Americans' mental health and perceptions of racist discrimination: The moderating effects of racial socialization experiences and self-esteem.

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.