School-Related Barriers that might be Impeding Academic Success for African American Girls

Abstract

Antonya Jackson and Sandra Graham

This study explored African American girls’ perceived racial/ethnic discrimination and teachers’ perceptions to understand the unique impact of each on educational outcomes for African American girls compared to girls from other racial/ethnic groups. The sample included 2,384 7th grade girls. In this multi-informant study, girls completed a survey that included ratings of perceived teacher discrimination, teachers rated the girls on academic engagement and antisocial behavior, and end-of-the-year GPA for each girl was gathered from school records data. One-way ANOVA revealed a main effect of race/ethnicity, such that African American girls reported higher levels of racial/ethnic discrimination, had a lower GPA, and were rated by their teachers as less engaged and more anti-social compared to Asian, Latinx, and white girls. Regression analysis revealed that, compared to white and Asian girls, low teacher perceived engagement was related to lower achievement for African American girls. These results highlight the need to analyze the educational experiences that African American girls are facing

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