Chavous Tabbye M, Bernat Debra Hilkene, Schmeelk-Cone Karen, Caldwell Cleopatra H, Kohn-Wood Laura, Zimmerman Marc A
Department of Psychology, University of Michigan, Ann Arbor, MI 48109, USA.
Child Dev. 2003 Jul-Aug;74(4):1076-90. doi: 10.1111/1467-8624.00593.
In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development.
在本研究中，探讨了非裔美国青少年的种族认同与学业成绩之间的关系。在研究种族观念时，该研究区分了606名17岁非裔美国青少年中的以下方面：(a) 种族的重要性（核心性）、(b) 群体情感（个人认同）以及 (c) 对社会观念的认知（公众认同）。通过聚类分析，创建了种族认同变量的概况，并且这些概况组与教育观念、学业表现以及后期成就（高中毕业和大学入学情况）相关。结果表明，各项研究结果在聚类方面存在差异。此外，学术态度与学术成就之间的关系在不同群体中也有所不同。最后，本文讨论了有必要考虑少数族裔青少年对群体成员身份的认知差异，以便更好地理解他们的学业发展。
