Academic resilience in Black adolescents is a neglected theme in existing literature. Scholars suggest that the future academic expectations of adolescents are an important measure of this resilience that predicts later educational attainment and current academic performance. The current study examined the relationships among parental racial socialization techniques, racial identity variables, school-based discrimination, and future academic expectations. Using cluster analysis, private regard, public regard, and racial centrality (i.e., dimensions of racial identity) were used to identify profiles of racial identity among the sample. The results of the cluster analysis replicated profiles found in previous work. Students belonging to the buffering/defensive profile were found to have the highest future academic expectations when compared to members of other profiles. The results of a MANOVA analysis determined that messages of preparation for bias and promotion of mistrust from parents are uniquely related to membership in the buffering/defensive profile. Hierarchical regression analyses also proved that cultural socialization messages from parents are salient as these messages act as moderators in the relationship between future academic expectations and peer and teacher-based discrimination, respectively / acase@tulane.edu
| Identifer | oai:union.ndltd.org:TULANE/oai:http://digitallibrary.tulane.edu/:tulane_27644 |
| Date | January 2011 |
| Contributors | Trask-Tate, Angelique (Author), Wilson, Chrisman (Thesis advisor) |
| Publisher | Tulane University |
| Source Sets | Tulane University |
| Language | English |
| Detected Language | English |
| Rights | Access requires a license to the Dissertations and Theses (ProQuest) database., Copyright is in accordance with U.S. Copyright law |
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