Racial identity beliefs and academic achievement: does being black hold students back?

By B. Harper, Bruce W. Tuckman. 2007

89 citations recorded by the source corpus.

Subfields: Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5ac43920d67fc4f37628d5e0af43e91099c8440c

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In Sociology and Political Science

Citations in the corpus

The roles of ethnic identity, anti-white attitudes, and academic self-concept in African American student achievement (2008, background): “A review of the literature reveals that some researchers and scholars have found that (a) ethnic and/or racial identity harms or is negatively related to academic achievement among African American students (i.e., Fordham and Ogbu 1986; Harper and Tuckman 2006; McWhorter 2000; Worrell 2007), while o”
A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement Among African American Adolescents (2011, background): “…for academically-talented African American adolescents (Worrell, 2007), between certain racial identity attitudes and academic achievement (Spencer et al., 2001; Witherspoon, Speight, & Thomas, 1997), and between high levels of racial centrality and academic achievement (Harper & Tuckman, 2006).”
Racial Identity, School Racial Climate, and School Intrinsic Motivation Among African American Youth: The Importance of Person–Context Congruence (2011, unknown): “However, a few studies have found negative associations of measures of racial identity indicating a stronger, positive racial identification with academic outcomes among Black youth (e.g., Harper & Tuckman, 2006; Worrell, 2007).”
Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools (2013, background): “…among African American adolescents show that positive racial identities can promote positive aca- Human Development 2012;55:319–339 326 Varelas /Martin /Kane demic identities and that achievement can serve as a buffer to a number of risk factors [Chavous et al., 2003; Harper & Tuckman, 2006].”
Ethnic and Racial Identity in Adolescence: Implications for Psychosocial, Academic, and Health Outcomes (2014, unknown): “Similarly, contrary to Chavous et al.’s (2003) findings, Harper and Tuckman (2006) found that among 9th and 12th graders, Alienated students achieved significantly higher GPAs than did Idealized students.”