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Natural Mentors, Racial Identity, and Educational Attainment Among African American Adolescents: Exploring Pathways to Success

Natural Mentors, Racial Identity, and Educational Attainment Among African American Adolescents:... The present study explored how relationships with natural mentors may contribute to African American adolescents’ long‐term educational attainment by influencing adolescents’ racial identity and academic beliefs. This study included 541 academically at‐risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long‐term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Child Development Wiley

Natural Mentors, Racial Identity, and Educational Attainment Among African American Adolescents: Exploring Pathways to Success

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References (60)

Publisher
Wiley
Copyright
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
ISSN
0009-3920
eISSN
1467-8624
DOI
10.1111/j.1467-8624.2012.01769.x
pmid
22537308
Publisher site
See Article on Publisher Site

Abstract

The present study explored how relationships with natural mentors may contribute to African American adolescents’ long‐term educational attainment by influencing adolescents’ racial identity and academic beliefs. This study included 541 academically at‐risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long‐term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed.

Journal

Child DevelopmentWiley

Published: Jul 1, 2012

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