Racial Identity-Context Congruence in Educational Settings: How the Effects of African American Racial Identity Varies

• In Event: Race, Power, Identity, and Higher Education

Abstract

This paper explore the racial-identity-context congruence perspective, which suggests that the effects of racial identity beliefs for African American achievement motivation is dependent on the congruence between those beliefs and the settings in which youth are situated. The sample includes 164 African American college students. Racial identity is measured in terms of importance to the self-concept and positive evaluation of the group. Contextual indicators include measures of college racial climate: administrative support for diversity, equal status, positive intergroup interactions, and common goals. The results show some support for the congruence perspective and some areas for further investigation. Implications for research on African American educational outcomes are discussed.

Authors

• Christy M. Byrd, North Carolina State University

• Tabbye Maria Chavous, University of Michigan