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dc.contributor.authorGriddine, Ke'Shana Y.
dc.date.accessioned2015-10-05T20:28:09Z
dc.date.available2015-10-05T20:28:09Z
dc.identifier.urihttp://hdl.handle.net/10484/8151
dc.description.abstractUtilizing a critical race theory perspective, I investigated how racial identity relates to self- esteem and academic achievement. The sample consisted of 100 African American female adolescents (age 13-17) who lived mostly in the Western regions of the United States. The Multidimensional Inventory of Black Identity-Teen and Rosenberg Self-Esteem Scale were administered to assess racial identity profiles and levels of self-esteem. Grade point averages were collected via self-report as a means of capturing academic achievement. The data were analyzed using cluster analysis with a follow-up MANOVA. The cluster analysis using the combination of hierarchical and non- hierarchical methods resulted in a viable three-cluster solution.The first cluster represented girls who held high humanist and low public regard beliefs (n =29). The second cluster group represented girls who scored higher on the centrality subscale and the nationalist sub-dimension (n = 31). The third cluster consisted of girls who have high levels of public regard and low nationalist beliefs (n = 29). The MANOVA revealed no significant relationship between the participants’ racial identity clusters and grade point average and their levels of self-esteem. The results of this study provide further understanding and evidence of multidimensionality in racial identity among female African American teenage students.
dc.description.statementofresponsibilityGriddine, Ke'Shana Y.
dc.language.isoen_US
dc.subjectAfrican American
dc.subjectRacial identity
dc.subjectAcademic achievement
dc.subject.lcshBlacks—Race identity.
dc.subject.lcshAcademic achievement.
dc.subject.lcshSelf-esteem in young adults.
dc.titleThe impact of racial identity on self-esteem and academic achievement among African American adolescent female students
dc.typeDissertation
dc.date.graduationmonthMay
dc.date.published2014
dc.description.committeechairDecosta, Sandra
dc.description.committeemembersCorey,Margaret
dc.description.committeemembersMcQueen, Kand
dc.description.degreeDoctor of Philosophy
dc.description.departmentDepartment of Communication Disorders, Counseling, School, and Educational Psychology
dc.description.imprintCunningham Memorial Library, Terre Haute, Indiana State University
dc.description.itemidetdISU-Dissertation-May-2014
dc.description.levelDoctoral
dc.description.noteTitle from document title page. Document formatted into pages: contains 101 pages. Includes abstract. ISU-Dissertation-May-2014
refterms.dateFOA2021-06-02T12:36:10Z


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