Racial Ideological Beliefs and Racial Discrimination Experiences as Predictors of Academic Engagement Among African American Adolescents

Abstract

Adolescents' understandings of their social identities and related personal experiences influence their adaptations and responses within domains in which those identities are salient. The authors explore associations of racial identity beliefs regarding how Blacks should act, think, and behave (racial ideologies) and racial discrimination experiences with academic engagement outcomes among 390 African American adolescents in Grades 7 to 10. Results indicate that youths' endorsement of ideological beliefs emphasizing being more like Whites (assimilation ideology) related to more fears of being viewed as high achievers by peers (public oppositional academic identification), lower academic persistence and curiosity, and more school behavioral problems. Emphasizing commonalties with Blacks and other oppressed groups (minority ideology) related to positive engagement outcomes. Youths reporting more racial discrimination showed lower school engagement. Finally, racial ideologies moderated the relationship between discrimination and academic outcomes, such that youths holding stronger assimilation views showed lower academic identification when reporting racial discrimination, relative to youth who endorsed those views less. Findings are discussed relative to their potential impact on ethnic minority achievement research and educational practice.