Studies have indicated that both academic and racial socialization are independently associated with African American student outcomes. Few investigations, however, have utilized a person-centered approach to explore whether these dimensions work in concert. The current investigation examines two dimensions of parental socialization practices: academic socialization (parent school involvement and academic encouragement) and racial socialization (racial pride, racial barrier, and egalitarian messages) and their relationship to demographic variables (age, gender, and SES) and academic outcomes (academic engagement and perception of academic ability) for African American adolescents. Participants were one-hundred forty African American adolescents (M = 12.4; SD = 1.13; 56% female). A Latent Class Analysis identified that a 6-class solution fit the data most optimally (AIC=1592.53; BIC=1710.20; BLRT=769.76, p=.013; Entropy=.87). Identified clusters were: 1) high academic/moderate racial socializers; 2) high non race-specific socializers; 3) high racial barrier socializers; 4) low racial and academic socializers; 5) moderate academic and racial socializers; and 6) high racial/moderate academic socializers (Figure 3.1). Although there was no demographic (age, gender, SES) variation in cluster membership, there was partial support for cluster differences in academic engagement and perception of academic ability. Overall, findings suggest the importance of examining the ways in which academic and racial socialization work in concert, and their association with adolescents' academic outcomes.
","abstract_html":"<p>Studies have indicated that both academic and racial socialization are independently associated with African American student outcomes. Few investigations, however, have utilized a person-centered approach to explore whether these dimensions work in concert. The current investigation examines two dimensions of parental socialization practices: academic socialization (parent school involvement and academic encouragement) and racial socialization (racial pride, racial barrier, and egalitarian messages) and their relationship to demographic variables (age, gender, and SES) and academic outcomes (academic engagement and perception of academic ability) for African American adolescents. Participants were one-hundred forty African American adolescents (M = 12.4; SD = 1.13; 56% female). A Latent Class Analysis identified that a 6-class solution fit the data most optimally (AIC=1592.53; BIC=1710.20; BLRT=769.76, p=.013; Entropy=.87). Identified clusters were: 1) high academic/moderate racial socializers; 2) high non race-specific socializers; 3) high racial barrier socializers; 4) low racial and academic socializers; 5) moderate academic and racial socializers; and 6) high racial/moderate academic socializers (Figure 3.1). Although there was no demographic (age, gender, SES) variation in cluster membership, there was partial support for cluster differences in academic engagement and perception of academic ability. Overall, findings suggest the importance of examining the ways in which academic and racial socialization work in concert, and their association with adolescents' academic outcomes.</p>","abstract_has_math":false,"creators":["Metzger, Isha Walwina"],"institution":null,"degree_name":"M.A.","degree_level":"Campus Access Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Shauna M Cooper"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T04:37:56Z","subjects":["Psychology","Social and Behavioral Sciences","Academic Engagement","Academic Socialization","African American","Parenting","Perception of Academic Ability","Racial Socialization"],"languages":[],"rights":["© 2011, Isha Walwina Metzger"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/2151","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Shauna M Cooper"]},{"key":"dc:creator","label":"Author","values":["Metzger, Isha Walwina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology","Social and Behavioral Sciences","Academic Engagement","Academic Socialization","African American","Parenting","Perception of Academic Ability","Racial Socialization"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2011, Isha Walwina Metzger"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/2151"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Studies have indicated that both academic and racial socialization are independently associated with African American student outcomes. Few investigations, however, have utilized a person-centered approach to explore whether these dimensions work in concert. The current investigation examines two dimensions of parental socialization practices: academic socialization (parent school involvement and academic encouragement) and racial socialization (racial pride, racial barrier, and egalitarian messages) and their relationship to demographic variables (age, gender, and SES) and academic outcomes (academic engagement and perception of academic ability) for African American adolescents. Participants were one-hundred forty African American adolescents (M = 12.4; SD = 1.13; 56% female). A Latent Class Analysis identified that a 6-class solution fit the data most optimally (AIC=1592.53; BIC=1710.20; BLRT=769.76, p=.013; Entropy=.87). Identified clusters were: 1) high academic/moderate racial socializers; 2) high non race-specific socializers; 3) high racial barrier socializers; 4) low racial and academic socializers; 5) moderate academic and racial socializers; and 6) high racial/moderate academic socializers (Figure 3.1). Although there was no demographic (age, gender, SES) variation in cluster membership, there was partial support for cluster differences in academic engagement and perception of academic ability. Overall, findings suggest the importance of examining the ways in which academic and racial socialization work in concert, and their association with adolescents' academic outcomes.
"]},{"key":"dc:title","label":"Title","values":["Parenting Profiles of Academic and Racial Socialization: Associations With Academic Engagement and Perceptions of Academic Ability of African American Adolescents"]}]}],"canonical_facts":{"dc:contributor":["Shauna M Cooper"],"dc:creator":["Metzger, Isha Walwina"],"dc:description.abstract":["Studies have indicated that both academic and racial socialization are independently associated with African American student outcomes. Few investigations, however, have utilized a person-centered approach to explore whether these dimensions work in concert. The current investigation examines two dimensions of parental socialization practices: academic socialization (parent school involvement and academic encouragement) and racial socialization (racial pride, racial barrier, and egalitarian messages) and their relationship to demographic variables (age, gender, and SES) and academic outcomes (academic engagement and perception of academic ability) for African American adolescents. Participants were one-hundred forty African American adolescents (M = 12.4; SD = 1.13; 56% female). A Latent Class Analysis identified that a 6-class solution fit the data most optimally (AIC=1592.53; BIC=1710.20; BLRT=769.76, p=.013; Entropy=.87). Identified clusters were: 1) high academic/moderate racial socializers; 2) high non race-specific socializers; 3) high racial barrier socializers; 4) low racial and academic socializers; 5) moderate academic and racial socializers; and 6) high racial/moderate academic socializers (Figure 3.1). Although there was no demographic (age, gender, SES) variation in cluster membership, there was partial support for cluster differences in academic engagement and perception of academic ability. Overall, findings suggest the importance of examining the ways in which academic and racial socialization work in concert, and their association with adolescents' academic outcomes.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/2151"],"dc:rights":["© 2011, Isha Walwina Metzger"],"dc:subject":["Psychology","Social and Behavioral Sciences","Academic Engagement","Academic Socialization","African American","Parenting","Perception of Academic Ability","Racial Socialization"],"dc:title":["Parenting Profiles of Academic and Racial Socialization: Associations With Academic Engagement and Perceptions of Academic Ability of African American Adolescents"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Campus Access Thesis"],"thesis:degree_name":["M.A."]},"updated_at":"2026-07-24T04:37:56Z"}