Racial-ethnic identity in mid-adolescence: Content and change as predictors of academic achievement

Abstract

Three aspects of racial-ethnic identity (REI)Ffeeling connected to one’s racial-ethnic group (Connectedness), being aware that others may not value the in-group (Awareness of Racism), and feeling that one’s in-group is characterized by academic attainment (Embedded Achievement)Fwere hypothesized to promote academic achievement. Youth randomly selected from 3 low-income, urban schools (n598 African American, n541 Latino) reported on their REI 4 times over 2 school years. Hierarchical linear modeling shows a small increase in REI and the predicted REI – grades relationship. Youth high in both REI Connectedness and Embedded Achievement attained better grade point average (GPA) at each point in time; youth high in REI Connectedness and Awareness of Racism at the beginning of 8th grade attained better GPA through 9th grade. Effects are not moderated by race-ethnicity.