Previous research has shown that having a strong, positive ethnic-racial identity (ERI) for youth of color is associated with positive academic outcomes. Yet, research to understand the specific mechanisms through which this relationship exists is scarce. One explanation theorizes that ERI acts as a promotive factor within a supportive academic environment through a sense of belonging and community that is established. This dissertation study tests whether sense of school belonging mediates the relationship between youth’s ERI and their academic self-perceptions (i.e., self-efficacy, growth mindset, and agency) by using a subsample (N=1,671) of students of color (i.e., Black, Latino, Asian, Pacific Islander, American Indian or Native Alaskan, and multiracial identities), ages 13-19, who participated in a nationally representative survey regarding their high school experience. Results found that students of color who have a higher sense of ERI affirmation (i.e., more positive regard for one’s ethnic-racial group) and ERI process (i.e., increased exploration and resolution of one’s ethnic-racial identity) tend to have more positive academic self-perceptions. However, sense of school belonging partially mediated for the relationship between ERI process and academic self-perceptions specifically. The mediation model was significant regardless of whether a student self-identified as Black, Latino, or Asian. Implications of the findings, including the importance of facilitating the ethnic-racial identity development process for students of color through identity-affirming school contexts, are discussed. / 2025-05-18T00:00:00Z
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/46226 |
| Date | 19 May 2023 |
| Creators | Skubel, Anna |
| Contributors | Durand, Tina M. |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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