A SOCIALLY CONTEXTUALIZED MODEL OF AFRICAN-AMERICAN IDENTITY - POSSIBLE SELVES AND SCHOOL PERSISTENCE

Schooling, critical to the transition to adulthood, is particularly problematic for urban and minority youths. To explore predictors of school persistence the authors propose a socially contextualized model of the self. Strategies to attain achievement-related possible selves were differentially predicted for White and Black university students(Study 1, n = 105). For Whites, individualism, the Protestant work ethic, and ''balance'' in possible selves predicted generation of more achievement-related strategies. For Blacks, collectivism, ethnic identity, and low endorsement of individualism tended to predict strategy generation. In middle school, performance was predicted by ''gendered African American identity schema,'' particularly for females (Study 2, n = 146), and the effects of social context appeared gendered (Study 3, n = 55). Balance in achievement-related possible selves predicted school achievement, especially for African American males (Study 4, n = 55).