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African American Adolescents’ Future Education Orientation: Associations with Self-efficacy, Ethnic Identity, and Perceived Parental Support

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Abstract

The current study, using data from 374 African American students (59.4% female) in grades 7–12 attending a rural, southern county public school, addressed associations of self-efficacy, ethnic identity and parental support with “future education orientation.” Both gender and current level of achievement distinguished adolescents with differing levels of future education orientation. The strongest predictors of future education orientation were self-efficacy, ethnic identity and maternal support. Gender did not moderate these associations. Implications for future research include the need to conduct longitudinal studies and research that integrates quantitative and qualitative methods to elucidate further the nature and importance of future education orientation for African American youth. Also needed are policies and programs that facilitate school bonding and academic performance, as are efforts that focus specifically on enhancing the future education orientation and academic success of African American male adolescents.

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Acknowledgments

The preparation of this paper was made possible, in part, by a grant from the United States Department of Agriculture (Rural Development Grant (62.0); CSREES Agreement No. 00-35401-9256) to the first author.

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Authors and Affiliations

  1. Department of Human Development and Family Studies, Auburn University, 203 Spidle Hall, Auburn, AL, 36849, USA

    Jennifer L. Kerpelman, Suna Eryigit & Carolyn J. Stephens

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  1. Jennifer L. Kerpelman
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  2. Suna Eryigit
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Correspondence to Jennifer L. Kerpelman.

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Kerpelman, J.L., Eryigit, S. & Stephens, C.J. African American Adolescents’ Future Education Orientation: Associations with Self-efficacy, Ethnic Identity, and Perceived Parental Support. J Youth Adolescence 37, 997–1008 (2008). https://doi.org/10.1007/s10964-007-9201-7

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