The Effect of Racial Identity on Self-Concept and Their Motivation for Black High School Students to Pursue Post-Secondary Education in a New Jersey Public Urban School District

Abstract

The purpose of this study was to examine the relationship between three entities, racial identity, self-concept, and the motivation to pursue post-secondary education, in Black high school students in a New Jersey public urban school district. The literature fully supports that the self-concept is shaped by the appraisals of others. Race is a social construct that was manufactured by the society in which an individual was born. Therefore, racial identity is how an individual associates himself/herself to a specific race. Racial identity, self-concept, and motivation are crucial functions in students' academic and social maturity. These constructs have a direct effect on educational attainment and, as a result, the level of attained income and social status. Data were collected from 161 Black high school students by using three survey scales that rated the participants’ racial identity, self-concept, and motivation. Results indicated significant, moderate, positive relationships between racial identity and sub-constructs of private regard, assimilation, and minority and motivation to pursue secondary education in Black high school students. These findings support the recommendations that curriculum should be culturally relevant to Black students and intentional instructional practices should support the social-emotional aspect of student learning. Also, the community should partner with the board of education and all stakeholders to ensure that curriculum policy is culturally relevant and teaches African-centered history in multiple disciplines. Finally, in a high school environment the culture and climate of that school should personify positive images of the Black culture as well as be represented in the teaching staff and administrators.