From Alienation to Efficacy: An Examination of Racial Identity and Racial Academic Stereotypes among Black Male Adolescents

Autor/inn/en	Ellis, James M.; Rowley, Larry Lee; Nellum, Christopher J.; Smith, Chauncey D.
Titel	From Alienation to Efficacy: An Examination of Racial Identity and Racial Academic Stereotypes among Black Male Adolescents
Quelle	In: Urban Education, 53 (2018) 7, S.899-928 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085915602538
Schlagwörter	Alienation; Males; Stereotypes; Race; Academic Achievement; Barriers; Predictor Variables; Racial Differences; Mentors; Urban Youth; Youth Programs; Social Cognition; African American Students; Self Efficacy; Self Concept; Racial Identification; High School Students; Underachievement; College School Cooperation; Grade Point Average; Michigan + Suchen Sie Ihr Suchwort? Entfremdung; Male; Männliches Geschlecht; Klischee; Rasse; Abstammung; Schulleistung; Prädiktor; Rassenunterschied; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Jugendsofortprogramm; Soziale Kognition; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; High school; High schools; Oberschule; Performance deficiency; Leistungsschwäche
Abstract	Black male adolescents face unique barriers in schools that may contribute to racial disparities in educational outcomes. Their social-cognitive strengths, however, influence their confidence to be academically successful despite these barriers. This study explored whether racial academic stereotypes and racial centrality were associated with and predicted school efficacy among 103 urban Black male adolescents. Findings indicated that racial centrality had the strongest relationship with and was the strongest predictor of school efficacy. Youth mentoring programs and educators who work with urban Black male adolescents play a key role in promoting and shaping their efficacious beliefs toward their academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01