Identity and School Adjustment: Revisiting the "Acting White" Assumption

By M. Spencer, E. Noll, J. Stoltzfus, Vinay Harpalani. 2001

345 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cd51e6d0307fbbb5a406a14c9bffbb3068978a56

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Citations in the corpus

An Exploration of Cultural Identity Patterns and the Family Context among Arab Muslim Young Adults in America (2007, background): “Most models of ethnic identity have focused on more recent immigrants of color, e.g., from Africa, Latin America, and the Caribbean (Rumbaut, 1994) as skin color is a significant component of ethnic identity for many of these immigrant populations ( Spencer, Noll, Stoltzfus, & Harpalani, 2001 ).”
School Engagement Among Urban Youth of Color (2008, background): “Several scholars (Sanders, 1997; Spencer et al., 2001) speculated that confusion or discomfort arising from awareness of racial issues may stimulate a curiosity that leads to self-exploration, serving as a catalyst for school engagement.”
Perceived Support and Internalizing Symptoms in African American Adolescents: Self-Esteem and Ethnic Identity as Mediators (2007, background): “Empirical evidence consistently demonstrates a positive relation between ethnic identity and self-esteem in African American adolescents (Phinney et al., 1997 ;R owley et al., 1998; Smith et al., 1999; Spencer et al., 2001 ).”
How Future Goals Enhance Motivation and Learning in Multicultural Classrooms (2004, background): “Thus, a recent large-scale study in the United States finds that afrocentric self-identity is positively related to academic self-esteem and achievement (Spencer et al., 2001).”
The roles of ethnic identity, anti-white attitudes, and academic self-concept in African American student achievement (2008, background): “…be positively related to academic achievement among African American students (i.e., Chavous et al. 2003; Oyserman et al. 2003; Sellers et al. 1998; Spencer et al. 2001), which still others have found (c) no relationship (Awad 2007) or a minimal positive relationship (Lockett and Harrell 2003;…”
Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap (2002, background): “In addition, Spencer et al. (2001) showed that having an Afrocentric, rather than a Eurocentric, identity was associated with higher achievement outcomes in Black students.”