Academic self-concept, racial/ethnic identity, school satisfaction and achievement in African American boys: A comparative developmental study

One hundred thirty-eight third and fifth grade African American boys from six Prek-5 urban elementary schools participated in an investigation examining the contribution of academic self concept, racial/ethnic identity and school satisfaction to achievement. Participant responses were also analyzed by grade level to determine if the contribution of academic self concept, racial/ethnic identity and school satisfaction to achievement differed for the two groups. For each construct, third and fifth grade performances were further compared for evidence of the theorized fourth grade failure syndrome and the early decline of achievement often attributed to African American boys. Participants completed three individually administered self-report instruments and a standardized reading comprehension measure, as well as a semistructured interview designed to obtain a more nuanced description of school satisfaction. Results indicated that academic self concept was the only significant predictor of the third and fifth grade African American boys' achievement. It accounted for 16% of the variance in achievement. Though racial/ethnic identity and school satisfaction were not related to achievement, the two constructs were significantly related to each other for both the total sample and for the third grade boys separately. Academic self concept was also related to racial/ethnic identity for the total group and for the fifth grade boys. Boys from both grade levels expressed overall satisfaction with their schools and viewed education as instrumental to "a good future" and "life success." Several current findings ran counter to extant literature. First, no empirical support for the fourth grade failure syndrome was found. Second, the relation between academic self concept and achievement did not increase from third to fifth grade, as reported in previous studies with ethnically mixed populations. Third, results revealed no inverse relation between grade level and school satisfaction. Finally, participants earned achievement scores within the average range, which ran counter to the widely reported underachievement of African American boys, particularly in urban schools.