The paradox of low academic achievement but high self-esteem in African American students: An attributional account.

By C. van Laar. 2000

146 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e4e79568b718cd6b2e5baef3a43e8e89b3abcd6e

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In Education

In Experimental and Cognitive Psychology

In Sociology and Political Science

Citations in the corpus

A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement Among African American Adolescents (2011, result): “The literature has shown similar findings in more recent years (Graham, 1994; Osborne 1997, 1999, 2001; van Laar, 2000).”
Relations of academic and general self-esteem to school achievement (2008, background): “Although African Americans have lower academic outcomes they typically have a higher general self-esteem compared to White Americans (Osborne, 1995; Van Laar, 2000).”
Further Evidence of an Engagement–Achievement Paradox Among U.S. High School Students (2008, background): “On the other hand, black students have been found to selfreport higher levels of self-esteem, educational attitudes, abilities, and expectancies for success (Blau 2003; Cooper and Dorr 1995; van Laar 2000).”
Cultural Mistrust, Academic Outcome Expectations, and Outcome Values among African American Adolescent Men (2005, background): “For example, van Laar (2000) found that for African American college students, declines in academic outcome expectancies are driven primarily by the growing belief that opportunities are proscribed by racial inequality rather than changes in self-beliefs or measured achievement.”
Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self–Concept and Academic Goals (2005, unknown): “These affective-motivational conditions of the LD − HP group, in turn, become an additional handicap to these children’s already reduced personal circumstances when they face the next learning event (Garcia & Pintrich, 1994; Marsh et al., 1984; Mart´ın, Marsh, Williamson, & Debus, 2003; N´u˜nez, 200”
Discounting the Difficult: How High Math-Identified Women Respond to Stereotype Threat (2006, background): “Schmader et al. (2001) found that African Americans employed the strategy of discounting when they perceived racial discrimination, which arguably would serve to buffer self-esteem and allow for continued domain identification (for an attributional analysis of a similar phenomenon, see van Laar, 20”
Ethnic Segregation and Perceived Discrimination in College: Mutual Influences and Effects on Social and Academic Life1 (2006, background): “Retrieved March 28, 2003 from http://www.census.gov/prod/cen2000/dp1/2kh06.pdf Van Knippenberg, D., & Haslam, A. (2003).”
What Do We Know about the Motivation of African American Students? Challenging the "Anti-Intellectual" Myth. (2003, methodology): “Using an attributional framework, van Laar (2000) speaks to this finding, explaining how African American students maintain a high sense of self in spite of poor academic performance.”
The Role of Racial Identity, Academic Self-Concept, and Self-Esteem in the Prediction of Academic Outcomes for African American Students (2007, background): “The CRIS has consistently demonstrated adequate psychometric properties, especially in terms of internal consistency reliability (Vandiver et al., 2001).”