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ERIC Number: EJ835036
Record Type: Journal
Publication Date: 2009-May
Pages: 12
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-0022-0663
Promoting Academic Achievement: The Role of Racial Identity in Buffering Perceptions of Teacher Discrimination on Academic Achievement among African American and Caribbean Black Adolescents
Thomas, Oseela N.; Caldwell, Cleopatra Howard; Faison, Nkesha; Jackson, James S.
Journal of Educational Psychology, v101 n2 p420-431 May 2009
In this study, the authors examined the moderating effects of different dimensions racial identity (i.e., racial centrality and public regard) on perceptions of teacher discrimination and academic achievement among a nationally represented sample of African American and Caribbean Black adolescents. The findings revealed that perceived teacher discrimination was negatively related to academic achievement for both African American and Caribbean Black youth. In addition, high racial centrality and low public regard buffered the negative consequences of high levels of perceived teacher discrimination on academic achievement among Caribbean Black adolescents. Implications of these findings for academic achievement among Black youth are discussed. (Contains 8 tables and 3 figures.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Racial Identity Attitude Scale