The current study examined the relationship between the three components of racial-ethnic identity (REI)- Connectedness, Embedded Achievement, and Awareness of Racism- and academic engagement in middle school African American (n=62) and Latino (n=30) youth. We hypothesized the three components of REI would be able to predict academic engagement in the youth, as well as an interaction between ethnicity and the REI components. A hierarchical regression revealed Connectedness and Embedded Achievement were both accurate predictors of student’s academic engagement. In addition, an interaction between Embedded Achievement and ethnicity was also present in the current study. The results indicate that African American youth who have higher levels of Embedded Achievement are more likely to have a higher academic engagement levels while the academic engagement of Latino youth remained fairly constant regardless of level of Embedded Achievement.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc149684 |
| Date | 08 1900 |
| Creators | Warnick, Brittney Michelle |
| Contributors | Hayes, DeMarquis, Henson, Robin, Blake, Jamilia |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Warnick, Brittney Michelle, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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