Black Immigrants and School Engagement

Abstract

School engagement is an important contributor to students’ academic success; however, the available literature on the school engagement of Black immigrants is limited. This study examined the associations between school engagement, perceived ethnic discrimination, ethnic identity, and American identity in a sample of first- and second-generation immigrants of African descent. A total of 125 Cape Verdean high school students (aged 13-19 years) participated in the study. Results indicate that American identity moderated the association between perceived ethnic discrimination and school engagement. American identity buffered the effect of perceived ethnic discrimination on engagement in school. The findings highlight the need to consider Black immigrant students’ identification with American culture in developing interventions aimed at enhancing school engagement.