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

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Disentangling Curiosity: Dimensionality, Definitions, and Distinctions from Interest in Educational Contexts (2014, methodology): “These include measures such as the Sensation-Seeking Scale V (SSS-V; Zuckerman 1979), used in four studies, the Novelty Experiencing Scale (NES; Pearson 1970), used in two studies, and the Scale of Behavioral Engagement (Neblett et al. 2006; Smalls et al. 2007), used in two studies.”
Racial Identity, School Racial Climate, and School Intrinsic Motivation Among African American Youth: The Importance of Person–Context Congruence (2011, unknown): “The racial-identity-as-promotive perspective (Smalls et al., 2007) describes how recognition of historical barriers prompts African Americans to achieve; therefore youth who are externally motivated by these historical barriers may be successful regardless of their intrinsic motivation around…”
Racial Discrimination and African American Adolescents’ Adjustment: Gender Variation in Family and Community Social Support, Promotive and Protective Factors (2012, unknown): “Further, studies have demonstrated an inverse relationship between racial discrimination and youths’ academic engagement (Chavous et al. 2008; Dotterer et al. 2009; Smalls et al. 2007).”