||<p>This study examined changes in African American adolescents' racial identity content
(e.g., connectedness, awareness of racism, and embedded achievement) and academic
adjustment (e.g., Academic and disciplinary adjustment, perceptions of school and
teachers, and relationship with school peers) between early and late adolescence.
Data analyzed were from a subsample of youth (N = 514) who participated in the multi-site
Fast Track Project designed to prevent problem behaviors (e.g., disruptive, aggressive,
and antisocial behavior). Results from latent growth curve models suggest that connectedness
and embedded achievement remain stable across adolescence. However, awareness of racism
increases from early to late adolescence and this increase is linked to declining
self reported relationships with school peers. These findings also indicate that the
relationship between racial identity and academic adjustment is moderated by gender.
For girls, awareness of racism predicted negative peer relationships in early adolescence,
but not across the study years. For boys, increasing awareness of racism predicted
declines in peer relationships across adolescence. The present findings contribute
to the understanding of adolescent racial identity content change.</p>