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The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation

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  • Christy M. Byrd

Abstract

School racial climate is an important aspect of the school environment that can have significant implications for youths' development. However, existing research is limited by conceptual and methodological concerns that restrict the ability of researchers and educators to identify what about and how the racial climate is important. The author addresses existing limitations by articulating school racial climate as a multidimensional construct composed of interpersonal interactions and school racial socialization. The sample consists of 99 Black middle and high school students who completed surveys on their perceptions of the school racial climate and their belonging, competence, and intrinsic motivation. The results showed, for example, that perceptions of more positive cross-race interactions were associated with greater belonging, and perceptions of colorblind messages were associated with lower competence. Overall, the study demonstrated the utility of a multidimensional approach to school racial climate and supported existing research on the importance of climate for adolescents' motivation.

Suggested Citation

  • Christy M. Byrd, 2015. "The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(1), pages 10-21, January.
    • Handle: RePEc:taf:vjerxx:v:108:y:2015:i:1:p:10-21
    DOI: 10.1080/00220671.2013.831803
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    Cited by:

    1. Yang, Jessica & Anyon, Yolanda, 2016. "Race and risk behaviors: The mediating role of school bonding," Children and Youth Services Review, Elsevier, vol. 69(C), pages 39-48.
    2. Meeta Banerjee & Christy Byrd & Stephanie Rowley, 2018. "The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents’ Achievement Outcomes," Social Sciences, MDPI, vol. 7(10), pages 1-19, October.
    3. Christy M. Byrd, 2016. "Does Culturally Relevant Teaching Work? An Examination From Student Perspectives," SAGE Open, , vol. 6(3), pages 21582440166, July.

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