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Journal of Black Psychology
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Moderating and Mediating Effects of Gender and Psychological Disengagement on the Academic Achievement of African American College Students

Kevin Cokley

University of Missouri-Columbia, cokley{at}missouri.edu

Paula Moore

Prairie View A & M University

The major purposes of the present study were (a) to examine the degree to which gender moderates the relationship between ethnic identity and academic achievement and (b) to examine whether psychological disengagement (i.e., devaluing academic success [DAS]) mediates gender differences in the academic achievement of African American college students. Data from 274 participants (79% female) were examined using measures of psychological disengagement, academic self-concept, ethnic identity, racial centrality, and self-reported grade point average. The results indicated that ethnic identity and racial centrality were negatively related to academic achievement for male students and positively related to academic achievement and academic self-concept for female students. Gender differences in DAS explained differences in academic achievement. Implications for future research are discussed.

Key Words: academic achievement • ethnic identity • psychological disengagement • gender differences • African American students

Journal of Black Psychology, Vol. 33, No. 2, 169-187 (2007)
DOI: 10.1177/0095798407299512
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 Journal of Black PsychologyHome page
N. A. Okeke, L. C. Howard, B. Kurtz-Costes, and S. J. Rowley
Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth
Journal of Black Psychology, August 1, 2009; 35(3): 366 - 387.
[Abstract] [PDF]