The Unexplored Voices of the "New African Diaspora": An Examination of the Impact of Race, Ethnicity, and Teacher Discrimination on Academic Performance for Nigerian and Black American Adolescents

• In Event: Promising Scholarship in Education: Dissertation Fellows and Their Research

Abstract

Because African immigrant and Black American adolescents share identifiable phenotypic characteristics (e.g. skin color and hair texture), many researchers and educators have assumed that they have a monolithic racial identity and similar educational experiences. Much of the scholarship has failed to acknowledge the increased ethnic diversity among Blacks in the United States—particularly the expanding African immigrant subpopulation. Moreover, differences in group identity, culture, and reaction to inequitable treatment may distinguish the two ethnic groups from one another. In response, this dissertation investigated how and in what ways ethnic group membership and racial identity contributed to the academic performance of 59 Black American (N=38; Mage=15.79; 44.7% female) and Nigerian (N=21; Mage= 16.43; 76.1% female) high school students.

Taken together, these two studies provided a more nuanced picture of the ways in which Black racial identity operates for Black American and Nigerian youth. Study 1 contributed to limited psychometric studies of the MIBI-t’s internal validity and reliability by extending analyses to African immigrants. Although this study identified needed improvement, it suggests that the MIBI-t is applicable to Nigerian youths’ racial identity. Future research might examine the relative importance of racial and ethnic identity for Nigerian youth, as this might provide important insight into their psychological adjustment and academic achievement. Study 2 contributed to limited studies on the relationship between ethnic group membership, discrimination, and academic achievement between Black American and Nigerian youth. It debunked the notion of African immigrant youth as a “New” model minority. When care is taken to compare groups that are equivalent in parent education, Black Americans perform as well as Nigerians. This project lays an important foundation for future assessments of the Black racial identity and academic achievement of the youth of the African Diaspora.

Author

• Adaurennaya Chidinma Onyewuenyi, University of Washington