Date Approved

5-1-1997

Embargo Period

8-26-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John W.

Subject(s)

African Americans--Education; African Americans--Race identity

Disciplines

Educational Psychology

Abstract

Although some studies have linked educational outcomes to identity status (Francis 1981; Hummel & Roselli 1983), only Taylor, Lasten, Flickinger, Roberts and Fulmore, L.D. (1994) have attempted to link educational outcomes to the racial identity status of minority group members. Given the theorized importance of adequate racial identity development for the future psychological health of minority group members, and the impact of educational achievement in high school on subsequent educational, economic, and social outcomes, the present study is designed to assess the quality of school life and the racial identity of African-American high school students, and to determine the extent to which these identities are related to their academic performance. Those who scored high on Cross's racial identity both the quality of school life and academic achievement. The results also showed a positive correlation between the quality of school life and academic achievement.

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