Racial Identity, Self-Esteem, and Academic Achievement: Too Much Interpretation, Too Little Supporting Data

Abstract

The current study draws on a hierarchical linear regression procedure to address the problem of overinterpretation in research on racial identity attitudes and academic achievement. The Racial Identity Attitude Scale, Rosenberg Self-Esteem Scale, and a background questionnaire were administered to 128 African American students from a Historically Black College & University. Results show that the unique effect of racial identity on academic outcome is minimal. Moreover, over 50% of racial identity’s effect on academic outcome is predicted by individual differences in self-esteem. A model examining the relationship between racial identity, self-esteem, and academic outcome is presented.