The Effects of Belonging and Racial Identity on Urban African American High School Students' Achievement

• In Event: 30.078 - Perspectives and Issues for Diverse Students in Urban Schools

Abstract

Educators have attempted to identify the causes of racial disparities in the educational system for decades (Hanselman, Bruch, Gamoran, & Borman, 2014). This investigation examined the relationship between the individual components of racial identity (centrality, private regard, and public regard) and sense of belonging on the academic achievement of 105 urban African American high school students. Quantitative analysis using items from the Multidimensional Model of Black Identity-teen and California Healthy Kids surveys as well as participants’ self-reported grades reveals (a) centrality as the only predictor of sense of belonging and (b) a positive relationship between sense of belonging and grades. These findings suggest the importance of schools cultivating 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