Faculty Mentor(s)

Adviser: Dr. Kelly Brown

Reader: Dr. Sue Moore

Project Type

EdD Colloquium - ONU

Scholarship Domain(s)

Scholarship of Discovery, Scholarship of Interdisciplinary Integration, Scholarship of Teaching and Learning

Presentation Type

Other

Abstract

Racial tension in the academic environment has been prevalent in American society since Brown v. The Board of Education. Racial socialization serves as a practice utilized by Black American parents to provide their children with a cultural orientation as to what it means to be Black in America. Educators’ ability to create and maintain meaningful relationships across cultural differences impacts students’ perceptions on how they are being treated. Because perceived discrimination is associated with depressive symptomatology, it is critical to understand how Black American adolescents make racial meaning of themselves, particularly in the learning environment. The researcher utilized a quantitative, correlational study design to discover the relationship between participants’ racially socialized experiences, perceptions of discrimination and academic outcomes in a Midwestern, suburban secondary institution. The researcher also utilized academic outcome indicators such as school attachment and academic engagement as precursors to academic achievement. The results indicated that there was no statistically significant relationship between racially socialized experiences, perceived discrimination, and grade point average; however, there was a statistically significant correlation between students’ perceptions of discrimination and school attachment. Additionally, the relationship between racial socialization experiences and perceptions of discrimination was statistically significant.

Permission type

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Apr 21st, 2:40 PM Apr 21st, 2:55 PM

Racial Socialization: Relationship Between Black Identity, Perceptions Of Discrimination, And Academic Outcomes

Wisner Auditorium

Racial tension in the academic environment has been prevalent in American society since Brown v. The Board of Education. Racial socialization serves as a practice utilized by Black American parents to provide their children with a cultural orientation as to what it means to be Black in America. Educators’ ability to create and maintain meaningful relationships across cultural differences impacts students’ perceptions on how they are being treated. Because perceived discrimination is associated with depressive symptomatology, it is critical to understand how Black American adolescents make racial meaning of themselves, particularly in the learning environment. The researcher utilized a quantitative, correlational study design to discover the relationship between participants’ racially socialized experiences, perceptions of discrimination and academic outcomes in a Midwestern, suburban secondary institution. The researcher also utilized academic outcome indicators such as school attachment and academic engagement as precursors to academic achievement. The results indicated that there was no statistically significant relationship between racially socialized experiences, perceived discrimination, and grade point average; however, there was a statistically significant correlation between students’ perceptions of discrimination and school attachment. Additionally, the relationship between racial socialization experiences and perceptions of discrimination was statistically significant.