Caribbean Immigrant Youths' Ethnic Identity and Academic Achievement: The Role of Academic Beliefs

Autor/inn/en	Smith, Naila A.; Thelamour, Barbara; Booth, Margaret X.
Titel	Caribbean Immigrant Youths' Ethnic Identity and Academic Achievement: The Role of Academic Beliefs
Quelle	In: Youth & Society, 54 (2022) 3, S.462-480 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Naila A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X20981382
Schlagwörter	Ethnicity; Academic Achievement; Immigrants; Adolescents; Foreign Countries; Self Efficacy; Academic Aspiration; Grades (Scholastic); Blacks; Hispanic Americans; Middle School Students; High School Students; African Americans; Age Differences; Gender Differences; Caribbean; United States; Haiti; Jamaica; Dominican Republic + Suchen Sie Ihr Suchwort? Ethnizität; Schulleistung; Immigrant; Immigrantin; Immigranten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Self-efficacy; Selbstwirksamkeit; Notenspiegel; Black person; Schwarzer; Hispanic; Hispanoamerikaner; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Afroamerikaner; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; USA; Dominikanische Republik
Abstract	Ethnic identity (EI) can facilitate racially and ethnically marginalized youths' academic achievement but the mediating process by which it exerts its influence is unclear. This study examines how EI is associated with academic achievement through academic beliefs in a sample of Caribbean first and second generation immigrant adolescents whose identities are connected to cultural groups outside of the U.S. Youth (N = 128; 12-18 years old, M = 16.32, SD = 1.81; 69.3% second generation; 58.6% Black) reported on their EI affirmation and belonging and EI achievement, academic self-efficacy, academic aspirations, and grades. Results of our serial mediation model showed that stronger EI achievement was associated with higher academic self-efficacy and in turn higher academic aspirations, and higher grades. These findings offer potential targets (i.e., academic self-beliefs) for supporting the academic success of Black and Hispanic Caribbean immigrant students and have implications for their boosting educational outcomes. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01