A Longitudinal Study of Academic Identification Among African American Males and Females

McMillian, M. M., Carr, M., Hodnett, G., & Campbell, F. A.

From the abstract: "Disidentification hypothesis researchers have proposed that African American students start school academically identified; however, over time, African American boys tend to disidentify while girls tend to remain identified. This is the first report to follow up a disidentification study of a group of children first examined during elementary school. The current study aimed to determine whether gender differences in discounting, devaluing, and full-blown disidentification had developed among these 94 African Americans by mid-adolescence. Multiple regression analyses revealed no gender differences in either discounting or full-blown disidentification; however, the evidence indicated that girls valued academics more than boys."

Related Project(s):
Abecedarian Project
Available here: Journal of Black Psychology
Citation: McMillian, M. M., Carr, M., Hodnett, G., & Campbell, F. A. (2016). A longitudinal study of academic identification among African American males and females. Journal of Black Psychology, 42, 508-529.
DOI: 10.1177/0095798415603845