Cultural‐ecological theories posit that ethnic‐racial identity (ERI) development is shaped by transactions between contexts of ethnic‐racial socialization, yet research considering intersections among multiple contexts is limited. In this study, Black, Latino, White, and Asian American adolescents (
Historic racial disparities in the United States have created an urgent need for evidence‐based strategies promoting African American students’ academic performance via school‐based ethnic‐racial socialization and identity development. However, the temporal order among socialization, identity, and academic performance remains unclear in extant literature. This longitudinal study examined whether school cultural socialization predicted 961 African American adolescents’ grade point averages through their ethnic‐racial identities (49.6% males;
- NSF-PAR ID:
- 10450001
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- Child Development
- Volume:
- 92
- Issue:
- 4
- ISSN:
- 0009-3920
- Page Range / eLocation ID:
- p. 1458-1475
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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