Gender Differences in Racial Identity, Academic Motivation, and Sense of Belonging Among African American Youth

• In Event: Hilton Roundtable Session 18
  In Roundtable Session: Dreams and Possibilities for Black Youth in Education

Abstract

This quantitative study examined gender differences in racial identity, academic motivation, and sense of belonging among 105 African American high school students. The survey consisted of four sections: Demographic, Multidimensional Model of Black Identity-teen, Academic Motivation Scale, and the California Healthy Kids Survey Module A. An analysis of the data revealed (a) public regard is a predictor of intrinsic motivation among females, (b) centrality is a predictor of intrinsic motivation among male students, and (c) sense of belonging is positively related to extrinsic motivation in female and male students. These findings suggest the necessity of schools understanding gender differences as they cultivate a culture of acceptance of all racial groups and positive teacher-student relationships.

Authors

• Colette Boston, Los Angeles Unified School District

• Susan R. Warren, Azusa Pacific University

• Bryan D. Bowens, Kern High School District