Role Models and the Implicit Academic Self-Concept of African American and Latino College Students

• In Event: Poster Session 9
  In Poster Session: Learning and Motivation in Education

Abstract

The aim of the present research was to investigate how role models can strengthen academic identification at the implicit level. Participants were 30 African American and 50 Latino college students. They completed a series of three Implicit Association Tests. They also completed explicit measures assessing similar constructs. Data were analyzed using hierarchical regression analyses. At the implicit level, a stronger association between role models and academic achievement was related to a stronger identification with achievement association for participants who weakly identified with role models. At the explicit level, a stronger association between role models and academic achievement was related to a stronger identification with academic achievement for participants who strongly identified with role models.

Author

• Joyvin Benton, Rutgers University