Racial Cognition and School-Based Racial Discrimination: The Role of Racial Identity, Racial Identity Exploration and Critical Race Consciousness in Adaptive Academic and Psychological Functioning among African American Adolescents.

Abstract

Can understanding promote adaptive functioning among adolescents? The following dissertation project considered this question in the context of African American adolescents’ experiences with racial discrimination. This work addressed ways in which youth understand the meaning and functioning of race in their lives and whether these processes can be an adaptive response to race-based adversity. Using secondary survey data, I 1) developed two measures of racial cognition (racial identity exploration and critical race consciousness), 2) used a cluster analysis approach to examine patterns across these forms of racial cognition, creating racial cognitive profiles and 3) assessed associations between the racial cognitive profiles, school-based racial discrimination and adjustment in a sample of 11th grade African American students (N = 401, 51% male). The present study addressed the theoretical and empirical development of constructs assessing socio-cognitive processes related to the meaning and function of race, particularly as they may occur during adolescence among African American adolescent in school settings. I also examined way in which these types of processes are associated with academic and psychological adjustment in the context of experiencing racial discrimination.

The primary study objectives were to 1) describe the direct association of youths’ racial identity believes, racial identity exploration and critical race consciousness with psychological and academic adjustment outcomes, 2) identify and describe patterns across these constructs, 3) examine whether racial cognitive profile groups vary in their academic and psychological adjustment outcomes, and 4) evaluate whether the effects of school-based discrimination on adjustment outcomes vary among youth with different racial cognitive profiles. Three cluster groups were identified: 1) Alienated/Disengaged, 2) Buffering/Aware and 3) Idealized/Questioning. Having a positive connection to one’s racial group and examining the meaning of one’s racial experiences and background, positively contributed to adjustment. Findings also support that a lack of racial awareness (or critical race consciousness) may be a risk factor when not also coupled with a strong, positive connection to one’s racial group or racial identity exploration.