Exploring Associations in Racial Discrimination, Racial Socialization & Academic Outcomes in African American College Students

• In Event: Ethnic-Racial Socialization in Multiple Contexts in Adolescence: Families, Peers & Schools

Abstract

Within African American populations, racial discrimination has been linked with both negative psychological outcomes (Williams et al., 2003) and academic outcomes (Greene et al., 2008; Smalls et al., 2007). Although these findings are of note, it is particularly important that we begin to understand whether not just current racial discrimination can influence academic achievement but if past discrimination by peers and teachers in high school is related to current academic outcomes. Within the literature, race-related factors have been identified to buffer the effects of racial discrimination on psychosocial outcomes. Ethnic-racial socialization (ERS) is defined as the transmission of beliefs, values and practices surrounding race and ethnicity (Hughes et al., 2006). Previous research has shown that there are significant findings between certain dimensions of ERS and academic achievement (Hughes et al., 2009; Neblett et al., 2006), however, less is known how the dimensions of ERS may be related academic outcomes within college populations. The current study examines the relationship between racial discrimination, past and present, ethnic racial socialization and academic outcomes in a sample of African American college students. Three aims led the current study. First, we will investigate whether both past and present discrimination is associated with college academic outcomes. Second, we hypothesize that ethnic-racial socialization will be related to academic outcomes in African American college students. Finally, we predict that ERS will moderate the relationship between racial discrimination and academic outcomes.

The sample consisted of 282 African American college students (Mage = 20.05 years) from a Midwestern PWI university (76% female). Racial discrimination was assessed via student reports of current discrimination and reports of past discrimination by teachers and peers while in high school (Harrell, 1999). Ethnic-racial socialization was measured by cultural socialization, egalitarianism and preparation for bias (Lesane et al., 2004). Academic outcomes included youth reports of their academic engagement in the college setting (NSSE, 2004) and academic self-concept (Marsh, 1990).

Hierarchical regressions were conducted to assess the hypotheses (Table 1), after controlling for gender and parental education. Regressions indicate that current racial discrimination is associated with academic engagement, however, not for academic self-concept. Past peer discrimination was found to be associated at a trend level for academic engagement. In examining the second hypothesis, all three dimensions of ethnic-racial socialization of cultural socialization, preparation for bias and egalitarianism was found to be significantly related to both academic engagement and academic self-concept. Specifically, as students reported higher levels of all three ERS dimensions they reported more engagement in the college setting and higher academic self-concept. Interestingly, significant interactions were found between both peer discrimination and cultural socialization as well as peer discrimination and preparation for bias on academic engagement (Figure 1). These findings indicate that ERS is an important factor to consider within the experiences of African American college students and their academic trajectories. Implications of these findings will be discussed, underscoring the role of racial discrimination and ERS in the academic achievement of African American college students.

Author

• Meeta Banerjee, University of South Carolina
  Presenting Author