The relationship between racial identity, perceived racial discrimination, and the academic self-concept of African American college men: A mixed-methods examination
The academic experiences of African American male college students have been the focus of recent social scientific research. This dissertation focuses on three specific factors of the educational experiences of African American male college students—perceived racial discrimination, racial identity and academic Self-Concept. Four questions guided this study (1) What is the relationship between perceived racial discrimination (PRD) and academic Self-Concept (ASC)?, (2)What is the relationship between racial identity (RID) and PRD?, (3) What is the relationship between RID and ASC?, and (4) Does the relationship between perceived racial discrimination and academic Self-Concept differ depending on racial identity? If so, how? (a) Is the relationship between PRD and ASC different for students at different levels of RID? (b) Does RID moderate the association between PRD and ASC? The research method employed by this dissertation was a mixed-methods, sequential design. This method is characterized by one data collection procedure being the basis for the subsequent procedure. Quantitative data were collected using the Academic Self-Concept Scale, Cross Social Attitudes Scale and Perceived Racial Discrimination Scale. Qualitative data were gathered from an interview protocol.
This research yielded a number of key findings: Perceived racial discrimination from peers PRD from peers was significantly correlated with the peer evaluative dimension of ASC (r= -.226, p < .05); the self-confidence in academics dimension (r= -.184, p < .05); and the satisfaction with school dimension (r= -.187, p < .05); the pre-encounter self-hatred phase of racial identity development was negatively associated with academic Self-Concept; the internalization-multiculturalists phase was positively associated with the self-confidence dimension of academic Self-Concept.
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