Ethnic Identity, Implicit Associations, and Academic Motivation of Hispanic Adolescents

One of the major tasks adolescence is to integrate different aspects identity into a coherent sense self. Prior research has found that under certain circumstances, students who identify as members groups about which there are negative stereotypes can experience disassociation between their academic (i.e., self-concept) and aspect negatively stereotyped ethnic or gender identity). In this study, we examined association identity, self-concept, valuing school, feelings belonging among sample Hispanic high school attending majority-Hispanic school. addition, used an Implicit Associations Test (IAT) assess implicit associations success group (Hispanic white). Results indicated centrality was positively correlated with self-concept regard dimension associated belonging. The IAT had implicitly more being white than Hispanic.