Ethnic-Racial Identity and Academic Integration for Black Undergraduates at a Predominately White Higher Education Institution

• In Event: Poster Session 08
  In Poster Session: PS 08 Topic - Race, Ethnicity, Culture, Context

Abstract

Introduction
Nearly 43% of Black students enrolled in higher education institutions in 2011 dropped out by 2017. This rate was far higher than the dropout rate of White (i.e., 23.5%), Asian (i.e., 16.5%), and Latinx students (i.e., 32.8%; Shapiro, et al., 2017). Study of undergraduates’ dropout has generated seminal theories on traditional (Tinto, 1975) and nontraditional students (Bean & Metzner, 1987). Summary of this research has identified academic integration, or an individual’s school behaviors and intellectual development, as a contributor to the process of student departure (Braxton et al., 1997), particularly for nontraditional students. Yet, it is also necessary to consider research that has focused specifically on Black students such as the ethnic-racial identity (ERI) literature. ERI describes individuals’ feelings, attitudes, and perceived messages about their ethnicity and race (Umaña‐Taylor et al., 2014) and is thought to be a critical part of Blacks’ development of self and wellbeing across a variety of domains (Rivas-Drake et al., 2014), including academic performance (Gummadam et al., 2016). Consequently, the objective of this study is to identify the role of ERI dimensions on the processes leading to dropout in Black undergraduates. We hypothesize: 1) high levels of ERI dimensions (i.e., regard, centrality, and ethnic-identity development) will be positively associated with academic integration; 2) academic integration will be positively associated with dropout (i.e., intent-to-persist, dropout status); and 3) high levels of ERI dimensions will be indirectly associated with dropout through academic integration.

Methods
Participants (n=160) were undergraduate students attending a predominately White institution who self-identified as Black/African American/Afro-American. Recruitment was completed through email groups, campus advertisement, and the psychology department’s subject pool. Participants responded to questions (i.e., online or in person) regarding academic behaviors, demographic information, intent-to-persist, racial-identity (Multidimensional Inventory of Black Identity; Sellers et al., 1997), ethnic-identity development (Multi-group Ethnic Identity Measure revised edition; Phinney & Ong, 2007), and intellectual development (Institutional Integration Scale; Pascarella & Terenzini, 1980). In fall 2020, participants’ enrollment status will be collected from registrar.

We will run a mediation path analysis in MPlus through weighted least square mean and variance estimator for categorical outcome. We will assess model fit based on established standards (Hu & Bentler, 1999). We will evaluate the overall effects of the model (i.e., direct, indirect) and the hypothesized paths within the model: 1) the effects of ERI dimensions on academic integration, 2) the effects of academic integration on dropout, and 3) the indirect effects of ERI on dropout. Concerning feasibility, survey data have been collected for all participants. Request for participants’ enrollment status has been submitted to the registrar for retrieval and expected by December 2020. However, an alternative variable —intent-to-persist, will be used if enrollment status data are not provided.

Conclusion
In characterizing the role of ERI on Black undergraduate, this study will provide targeted information about the types of ethnic/racial messages (e.g., pride) and level of development that contributes to Black students’ academic integration and retention. Such information can be used to develop programming and resources to promote Blacks' success in college.

Authors

• Delilah D Ellzey, Kent State University
  Presenting Author

• Josefina M Grau, Kent State University
  Non-Presenting Author