Belongingness, internalized racism and its impact on academic achievement among Black American undergraduate students
Abstract
This study investigated the relationship between specific non-cognitive factors and academic achievement among Black American college students. Specifically internalized racism and sense of belongingness were included. In addition, self-efficacy and behavioral engagement were examined as mediators of the relationships between internalized racism and academic achievement and belongingness and academic achievement, respectively. Results revealed that the effect of sense of belongingness on grade point average was not statistically significant; however, results indicated that there was a statistically significant mediated effect of sense of belongingness on academic achievement via behavioral engagement. Analyses also revealed no evidence of statistically significant direct effects of internalized racism on academic achievement. Moreover, the indirect effects of internalized racism on academic achievement via self-efficacy were not statistically significant. Implications of current findings and directions for future research were discussed.
Subject Area
Black studies|Educational psychology|Psychology
Recommended Citation
Alicino, Nicole Francesca, "Belongingness, internalized racism and its impact on academic achievement among Black American undergraduate students" (2017). ETD Collection for Fordham University. AAI10257257.
https://research.library.fordham.edu/dissertations/AAI10257257
