The relationship among ethnic identity, academic achievement, attitudes toward education and gender

The relationship between ethnic identity, academic achievement, gender and attitudes toward education in Asian Americans, African Americans and Hispanic ethnic groups was examined. There are two main theories explaining academic achievement and education in various ethnic groups. The cultural discontinuity models suggest that language, cultural and social interactional conflicts between home and school put immigrants at a disadvantage educationally (Rong & Grant, 1992). Based on this model, it is proposed that educational attainment increase with the length of time that the individual resides in the United States and becomes more acculturated. The Cultural-Ecological Model states that there is interplay of various factors, conditions and perceptions, which affect educational attainment for immigrants (Bernal, Saenz & Knight, 1991). For these minority groups, academic achievement is purposefully avoided through academic disidentification. The Cultural-Ecological model presupposes that the attitudes toward education seen arise from negative school experiences, negative societal messages and negative group stereotypes (Bernal, Saenz & Knight, 1991). Asian Americans however, with their image as the "model minority" (Lee, 1999) achieve in schools because it is what is expected of them and they believe that education is key to social mobility. This study is based on the theory that strong ethnic identity buffers the individual from the negative images received about their group and frees them to perform to their utmost ability.;Based on prior research it was hypothesized that within each ethnic group ethnic identity scores would be predictors of achievement scores and attitudes toward education. It was also hypothesized that achievement scores will be a predictor of attitudes toward education. Lastly, gender was investigated to determine if males or females would have higher achievement scores and better attitudes toward education. The Multigroup Ethnic Identity Measure (MEIM) and The Learning and Study Strategies Inventory attitude sub-scale (Attitude Toward Education [ATE]) were administered in this study. Academic attainment data was self reported in the socio-demographic questionnaire. Statistical technique included the use of Spearman correlations, t-tests, and multiple regression analysis. The results were mainly inconsistent with the hypothesis, and were discussed from various theoretical perspectives.