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| Autor/inn/en | Adams-Bass, Valerie N.; Chapman-Hilliard, Collette |
|---|---|
| Titel | Better to Have than to Have Not: An Investigation of Black History Knowledge, Identity, Academic Achievement, and Educational Aspirations |
| Quelle | In: Journal of Negro Education, 90 (2021) 4, S.524-538 (15 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2984 |
| Schlagwörter | African American History; Knowledge Level; Racial Identification; Academic Achievement; Academic Aspiration; High School Students; Middle School Students; College Students; Socialization; Self Concept Measures; Self Esteem; Rosenberg Self Esteem Scale |
| Abstract | Black history knowledge is an important aspect of development for Black youth that has been linked to learning outcomes and to navigating race-based experiences. In the current study, Black history knowledge was measured in a sample of Black youth (ages 14-21). Relationships among Black history knowledge, conceptions of identity, (i.e., racial identity, racial socialization, and self-esteem), demographic variables, and educational aspirations were explored to better understand the interrelations among these variables. Results indicate significant positive relationships of Black history knowledge with educational aspirations, racial identity, and racial/ethnic socialization. One-way ANOVA demonstrated older youth with higher Black history knowledge scores had higher educational aspirations compared to their peers with lower scores. Suggestions for how educators and mental health providers can support Black youth are discussed. (As Provided). |
| Anmerkungen | Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: https://jne.howard.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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