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
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
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Psychology Commons, Inequality and Stratification Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons, Social and Cultural Anthropology Commons, Urban Studies and Planning Commons
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.