What is oppositional identity

One of these issues is the consistency of teacher versus student-reported oppositional identity. I find that when examining the same behaviors, there are differences in what teachers and students report. Thus, I argue that teacher and student reports of oppositional identity should not be used interchangeably. A second issue concerns the number of sub-dimensions that make up oppositional identity.

I employ factor analysis to validate my oppositional identity construct. I find that oppositional identity can have as many as five sub-dimensions, but they all fall under a global construct of oppositional identity.

A third issue is the stability of oppositional identity over time. I conduct longitudinal invariance analyses and find that oppositional identity is not stable, but rather exhibits change over time. Thus, I argue that research must take into account who is doing the reporting, what dimension of oppositional identity is being examined, and when oppositional identity is studied.

One omission in such analyses is the role of ability grouping tracking within the school system. A second omission is the role of family factors in the adoption of oppositional identity. Chapter 3 seeks to fill these gaps by introducing track placement, family background, and parental involvement as predictors of oppositional identity. I find that the effect of these covariates depends on who is reporting, the survey wave being studied, and the dimension of oppositional identity of interest.

Thus, I argue that oppositional identity is more of a gendered than racial phenomenon. Chapter 4 examines the effects of oppositional identity on both achievement and dropping out of school. I find that oppositional identity is a significant predictor of both reading and mathematics achievement.

I conclude my dissertation with a discussion of my findings and the limitations of my analyses. I also discuss areas for future research on oppositional identity. Skip to main content. Email Facebook Twitter. Advisor s : Ortiz, Vilma et al. Abstract The source of the racial achievement gap in this country continues to elude researchers. For improved accessibility of PDF content, download the file to your device.

Thumbnails Document Outline Attachments. Learning to fit in to a new culture is a challenging task itself, but on the whole it is an easier task for teachers to work with than oppositional motivation. Cater, P. New York: Oxford University Press. Ogbu, J. Black American students in an affluent suburb: A study of academic disengagement. Mahwah, NJ: Erlbaum. Skip to main content. Module 4: Student Diversity.

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