Ethnic-Racial Identity, Social Transactions in the Classroom, and Academic Outcomes: Gender Matters

• In Event: Sheraton Roundtable Session 23
  In Roundtable Session: Gendered Bodies in Educational Spaces

Abstract

Using a transactional framework, this study explored social relationships in the classroom as mediators of the association between ethnic-racial identity and academic outcomes. Participants were 101 5th graders of diverse backgrounds who completed computer-based questionnaires about their friendships, ethnic-racial identity, and academic engagement. Teachers reported on closeness and conflict in the student-teacher relationship. Path analyses revealed gender differences were evident for pathways from ethnic identity to grades a key finding is that boys’ public regard was indirectly related to language arts and math grades through cognitive engagement, however friendship and teacher-student quality were not significant pathways to students’ grades. The current study highlights the varied effects of ethnic-racial identity and classroom relationships’ on academic outcomes, particularly for boys.

Authors

• Krystal R Thomas, Virginia Commonwealth University

• Zewelanji Serpell, Virginia Commonwealth University

• Sham Habteselasse, Virginia Commonwealth University

• Jorday Taswell, Virginia Commonwealth University