Promoting Resilience Among African American Girls: Racial Identity as a Protective Factor

Sheretta T. Butler-Barnes; Seanna Leath; Amber Williams; Christy Byrd; Rona Carter; Tabbye M. Chavous

doi:10.1111/cdev.12995

Promoting Resilience Among African American Girls: Racial Identity as a Protective Factor

Sheretta T. Butler-Barnes
, Seanna Leath
, Amber Williams
, Christy Byrd
, Rona Carter
, Tabbye M. Chavous

Research output: Contribution to journal › Article › peer-review

69 Scopus citations

Abstract

This study examines school climate, racial identity beliefs, and achievement motivation beliefs within a cultural-ecological and risk and resilience framework. Data were drawn from a longitudinal study of 733 (M_age = 14.49) African American adolescent girls. A linear mixed effects model was used to determine if racial identity dimensions moderated the relationship between school climate and achievement motivation beliefs across four waves. Results revealed that racial identity (private regard and racial centrality) and ideology (nationalist) beliefs were associated with higher achievement motivation beliefs over time, while racial centrality and private regard, and a sense of belonging served as protective factors. The findings contribute to the importance of racial identity beliefs and increase the visibility of African American girls.

Original language	English
Pages (from-to)	e552-e571
Journal	Child Development
Volume	89
Issue number	6
DOIs	https://doi.org/10.1111/cdev.12995
State	Published - Nov 1 2018

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10.1111/cdev.12995

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title = "Promoting Resilience Among African American Girls: Racial Identity as a Protective Factor",

abstract = "This study examines school climate, racial identity beliefs, and achievement motivation beliefs within a cultural-ecological and risk and resilience framework. Data were drawn from a longitudinal study of 733 (Mage = 14.49) African American adolescent girls. A linear mixed effects model was used to determine if racial identity dimensions moderated the relationship between school climate and achievement motivation beliefs across four waves. Results revealed that racial identity (private regard and racial centrality) and ideology (nationalist) beliefs were associated with higher achievement motivation beliefs over time, while racial centrality and private regard, and a sense of belonging served as protective factors. The findings contribute to the importance of racial identity beliefs and increase the visibility of African American girls.",

author = "Butler-Barnes, \{Sheretta T.\} and Seanna Leath and Amber Williams and Christy Byrd and Rona Carter and Chavous, \{Tabbye M.\}",

note = "Publisher Copyright: {\textcopyright} 2017 The Authors. Child Development {\textcopyright} 2017 Society for Research in Child Development, Inc.",

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AU - Butler-Barnes, Sheretta T.

AU - Leath, Seanna

AU - Williams, Amber

AU - Byrd, Christy

AU - Carter, Rona

AU - Chavous, Tabbye M.

PY - 2018/11/1

Y1 - 2018/11/1

N2 - This study examines school climate, racial identity beliefs, and achievement motivation beliefs within a cultural-ecological and risk and resilience framework. Data were drawn from a longitudinal study of 733 (Mage = 14.49) African American adolescent girls. A linear mixed effects model was used to determine if racial identity dimensions moderated the relationship between school climate and achievement motivation beliefs across four waves. Results revealed that racial identity (private regard and racial centrality) and ideology (nationalist) beliefs were associated with higher achievement motivation beliefs over time, while racial centrality and private regard, and a sense of belonging served as protective factors. The findings contribute to the importance of racial identity beliefs and increase the visibility of African American girls.

AB - This study examines school climate, racial identity beliefs, and achievement motivation beliefs within a cultural-ecological and risk and resilience framework. Data were drawn from a longitudinal study of 733 (Mage = 14.49) African American adolescent girls. A linear mixed effects model was used to determine if racial identity dimensions moderated the relationship between school climate and achievement motivation beliefs across four waves. Results revealed that racial identity (private regard and racial centrality) and ideology (nationalist) beliefs were associated with higher achievement motivation beliefs over time, while racial centrality and private regard, and a sense of belonging served as protective factors. The findings contribute to the importance of racial identity beliefs and increase the visibility of African American girls.

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JO - Child Development

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Promoting Resilience Among African American Girls: Racial Identity as a Protective Factor

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