The Mediating Role of Self-Concept on Ethnic-Racial Identity and School Engagement for Black Adolescents

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Adolescents; Blacks; African American Students; Elementary School Students; Middle School Students; Grade 5; Grade 6; Grade 7; Grade 8; Self Concept; Racial Identification; Ethnicity; Learner Engagement; Gender Differences; Academic Achievement; Student Behavior

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Despite the racial/ethnic diversity of the United States, a significant difference remains between the standardized achievement scores of White students and Black students, most commonly known as the achievement gap or the opportunity gap. Although it is recognized that the opportunity gap is rooted in structural racism, scholars have examined micro-level factors to close the opportunity gap that drives underachievement in Black youth. The present study explored the connections between ethnic-racial identity and factors related to academic achievement: global self-concept, academic self-concept, and student engagement. This study also evaluated the ethnic-racial identity process from a gendered lens. This study used data from the Peer Relations as Moderators of Success (PRAMS) 2008-2010 study. Survey data and demographic information were collected from 68 male and 98 female preadolescent and adolescent Black students in the 5th -8th grades. Data was evaluated as adequate using preliminary statistics. The hypothesized relationships between global self-concept, academic self-concept, ethnic-racial identity, and student behavioral engagement were analyzed using structural equation modeling (SEM). In Model 1, analyses of direct effects indicated a significant pathway between global self-concept and behavioral engagement; however, ethnic-racial identity did not have a significant direct effect on global self-concept or behavioral engagement. Similarly, Model 2 resulted in academic self-concept having a significant direct effect on behavioral engagement, whereas ethnic-racial identity did not have a direct effect on academic self-concept or behavioral engagement. Due to all direct pathways and indirect pathways not being significantly predictive, preliminary assumptions to test for a mediation effect were not met for Model 1 and Model 2. Overall findings indicated global self-concept and academic self-concept as stronger indicators of achievement outcomes, specifically for behavioral engagement for Black students. Results further illustrated gender differences for the relationship between global self-concept and achievement outcomes for Black girls and boys. This study suggests finding ways to facilitate greater global and academic self-concept for youth will be beneficial for strengthening the likelihood of youth behaviorally engaging in classes at school. Limitations and future directions were further discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2024

ED640621