Expectations of Educational Success as a Mediator Between Racial Discrimination and College GPA
Racial discrimination experiences continue to be an issue for African American college students. Such experiences can lead to African American students having lower expectations to academically succeed, leading to lower academic performance. The study has three hypotheses. First, greater perceptions of racial discrimination will be related to lower expectations for educational success. Second, higher expectations for educational success will be predictive of higher academic performance. Third, greater perceptions of racial discrimination will predict lower academic performance through the negative effect of racial discrimination on expectations for educational success. The findings supported all three hypotheses. Racial discrimination significantly predicted expectations for educational success. Expectations for educational success significantly predicted academic performance. Racial discrimination had a significant indirect effect on academic performance via expectations for educational success.
Alexander, K., Bozick, R., & Entwisle, D. (2008). Warming up, cooling out, or holding steady? Persistence and change in educational expectations after high school. Sociology of Education, 81(4), 371–396. Retrieved from http://soe.sagepub.com/content/81/4/371.short
Chavous, T., Rivas, D., Green, L., & Helaire, L. (2002). Role of student background, perceptions of ethnic fit, and racial identification in the academic adjustment of African American students at a predominantly White university. Journal of Black Psychology, 28(3), 234 – 260.
DeFreitas, S. C. (2012). Differences between African American and European American first-year college students in the relationship between self-efficacy, outcome expectations, and academic achievement. Social Psychology of Education, 15(1), 109-123.
Eccles, J. S. (1997). MADICS study of adolescent development in multiple contexts, 1991 – 1998. Retrieved from http://thedataharvard.edu/dvn/
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75 – 146). San Francisco, CA: Freeman.
Eccles, J. S., Wong, C. A., & Peck, S. C. (2006). Ethnicity as a social context for the development of African-American adolescents. Journal of School Psychology, 44, 407 – 426.
Howard, T. C. (2003). “A tug of war for our minds”: African American high school students’ perceptions of their academic identities and college aspirations. The High School Journal, 87, 4 – 17.
Lee, J. O., Hill, K. G., & Hawkins, J. D. (2012). The role of educational aspirations and expectations in the discontinuity of intergenerational low-income status. Social Work Research, 141 – 151.
Mickelson, R. A. (1990). The attitude-achievement paradox among Black adolescents. Sociology of Education, 63(1), 44 – 61.
Neblett, E. W., Philip, C. L., Cogburn, C. D., & Sellers, R. M. (2006). African American adolescents’ discrimination experiences and academic achievement: Racial socialization as a cultural compensatory and protective factor. Journal of Black Psychology, 32 (2), 199 – 218.
O’Hara, R. E., Gibbons, F. X., Weng, C., Gerrard, M., & Simons, R. L. (2012). Perceived racial discrimination as a barrier to college enrollment for African Americans. Personality and Social Psychology Bulletin, 38 (1), 77 – 89.
Reynolds, A. L., Sneva, J. N., & Beehler, G. P. (2010). The influence of racism-related stress on the academic motivation of Black and Latino/a students. Journal of College Student Development, 51, 135 – 149.
Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education, 69, 60 – 73.
Wang, M. & Huguley, J. P. (2012). Parental racial socialization as a moderator of the effects of racial discrimination on educational success among African American adolescents. Child Development, 83(5), 1716 – 1731.
Wood, D., Kurtz-Costes, B., & Copping, K. E. (2011). Gender differences in motivational pathways to college for middle class African American youths. Developmental Psychology, 47 (4), 961 – 968.
- There are currently no refbacks.
Copyright (c) 2017 The New School Psychology Bulletin
© The New School Psychology Bulletin | firstname.lastname@example.org