Validating the cross racial identity scale

22-Jan-2018 17:42 by 6 Comments

Validating the cross racial identity scale

Ethnic identity was indirectly linked with grade point average (GPA) through academic self-concept and devaluing academic success.Tests of two alternative nested models suggest that even in an indirect role, ethnic identity may be more important than anti-white attitudes in a model of African American academic achievement.

validating the cross racial identity scale-35validating the cross racial identity scale-56

The purpose of this study was to determine whether ethnic identity and anti-white attitudes predicted the academic achievement of African American students at a historically Black university.

While a large portion of the racial identity development research has focused on nondisabled African Americans, little, if any, attention has been devoted to African Americans with disabilities.

The omission of persons with disabilities in the racial identity literature is surprising given the large percentage of African Americans with disabilities.

Higher rates of attrition in health research have been reported for African Americans (AAs).

However, little is known about which AAs are more prone to drop out and why.

Loss-to-follow-up rates were higher among those classified as Afrocentric (24%) than those without an Afrocentric identity (13%).

After adjustment for covariates, Afrocentric participants were 1.9 times (CI: 1.1–3.6) more likely to be lost to follow up than participants without this identity type.

Lastly, implications for rehabilitation counseling practice and research will be provided.

Historical Perspectives of Racial Identity Theory The emergence of literature proposing theories and models of African American racial identity was an outgrowth of the Civil Rights Movement in America.

For example, African Americans are constantly forced to examine their racial status in several aspects of life (e.g., work, school) (Johnson, 1990).

Helms (1990) suggested that African Americans' feelings of self-worth may be associated with their assessment of racial status as a minority group member.

A hypothesized path model was proposed that included ethnic identity, attitudes toward other ethnic groups, anti-white attitudes, perceptions of caring faculty, academic self-concept, and devaluing academic success.

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