Variance in Identity Among Adolescents of African Descent and Perceptions of In-School Bias on Climate

• In Event: Marriott Roundtable Session 30
  In Roundtable Session: Interrogating Notions of Identity in African and Caribbean Education

Abstract

Messages Black youth receive in schools about how they matter as individuals and group members influence their developing ethnic and racial identities (ERI). Little research has examined how ERI varies among Black youth. Additionally, how perceptions of in-school racism and bias may vary within group and be associated with adolescents’ evaluations of school climate. This study examined within group variance on two dimensions of ERI and the association between perceived bias and school climate among an ethnically diverse sample of Black adolescents in the Puget Sound Region (N = 77). Findings revealed variance in protective identity factors and perceived bias had a significant negative impact on school climate. Implications are in future inquiry on the role of generational status in ERI.

Authors

• Shelby Cooley, Community Center for Education Results

• Jose Manuel Hernandez, University of Washington

• Annia M Yoshizumi, Community Center for Education Results