Abstract
This study examined Black college students’ (N = 309, 70% women) racial identity beliefs over their freshman year. Using latent class cluster analysis, we identified clusters reflecting patterns of change and stability in students’ racial centrality (importance of race to overall self-concept), private regard (group pride), and public regard (perceptions of others’ views of Blacks). Racial identity change clusters were distinguished by campus experiences (racial discrimination, interracial friendships, and campus racial climate). Racial identity change clusters predicted end-of-year academic motivation (competence, affect, interest/curiosity, and persistence). Findings suggest the importance of examining critical transitions in identity development and highlight the deleterious effects of stigmatizing campus experiences on identity. Findings also highlight ways students’ racial identity beliefs may help promote academic motivation.
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This work was funded by the National Science Foundation (#1008327, P. I. Tabbye M. Chavous, Ph.D.).
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Chavous, T.M., Richardson, B.L., Webb, F.R. et al. Shifting Contexts and Shifting Identities: Campus Race-Related Experiences, Racial Identity, and Academic Motivation Among Black Students During the Transition to College. Race Soc Probl 10, 1–18 (2018). https://doi.org/10.1007/s12552-017-9218-9
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DOI: https://doi.org/10.1007/s12552-017-9218-9