Racism has negative psychological implications for Black students' sense of belonging, self-identity, and academic success in schools¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? Racism has negative psychological implications for Black students' sense of belonging, self-identity, and academic success in schools, per racial battle fatigue research. → Evelyn Ezikwelu 2020

Evidence¶

Evelyn Ezikwelu 2020¶

Evelyn Ezikwelu. (2020). Institutional Racism and Campus Racial Climate: Struggles for Sense of Belonging Among Black Students in K-12 Public Schools. Journal of Critical Thought and Praxis, 10(1). https://www.iastatedigitalpress.com/jctp/

q2 · i? · review · r1

Synthesis of racial battle fatigue research within the review's analysis section. The review reports that "racism has several negative psychological implications for Black students' sense of belonging and academic success"; no effect sizes are printed.

"racial battle fatigue theory has shown that racism has several negative psychological implications for Black students' sense of belonging and academic success in their schools (Franklin et al., 2014; Smith et al., 2012; Smith et al., 2016)"

Discussion¶

Related Claims¶

• School belonging has powerful long- and short-term implications for students' positive psychological and academic outcomes — related
• Positive campus racial climate is vital for Black students' success, while negative climate remains detrimental to students of color in predominantly White schools — a broader claim this one bears on
• Black students experience a more hostile campus racial climate than other students of color in schools — related
• Racially marginalized students are less likely to report a sense of belonging in STEM education — related
• A welcoming campus racial climate fosters African American students' sense of belonging and intent to continue enrollment in mostly White schools — related
• Qualitative research shows marginalized students' sense of belonging depends on maintaining connections to their valued identities at school (self-concept fit) — related
• Campus symbols such as antebellum architecture signal belonging to White and high-SES students and unwelcomeness to marginalized students — related
• Sense of belonging in learning contexts is robustly associated with psychological well-being, academic motivation, and academic performance — related