It's More the Exception Rather Than the Rule: African American Families' Neighborhoods and Youth's Academic Performance During Middle School

被引：4

作者：

Witherspoon, Dawn P. ^{[1
]}

Rivas-Drake, Deborah ^{[2
]}

Banerjee, Meeta ^{[3
]}

机构：

[1] Penn State Univ, University Pk, PA 16802 USA

[2] Univ Michigan, Ann Arbor, MI 48109 USA

[3] Calif State Univ Northridge, Northridge, CA 91330 USA

来源：

JOURNAL OF BLACK PSYCHOLOGY | 2018年 / 44卷 / 06期

关键词：

neighborhood; African American; early adolescence; academic achievement; SOCIAL DISORGANIZATION; MULTILEVEL ANALYSIS; PROTECTIVE FACTORS; URBAN ADOLESCENTS; RACIAL IDENTITY; MISSING DATA; ACHIEVEMENT; RISK; CHILD; EFFICACY;

D O I：

10.1177/0095798418806130

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Neighborhoods are an important part of the social milieu of adolescence and academic performance. Using experiential neighborhood profiles, this study examined risks and assets to determine how neighborhood structural and relational dynamics were associated with academic achievement during early adolescence. The sample included 723 African American socioeconomically diverse families (M-youth (age) = 12.27 years, SD = 0.55). Results showed that neighborhood structural disadvantage was unrelated to academic achievement, whereas neighborhood profiles were associated with academic performance in eighth grade, after adjusting for seventh grade GPA. Neighborhood profiles characterized by positive social relationships were associated with higher achievement. Authors discuss the importance of examining neighborhood risks and supports for African American youth's academic adjustment.

引用

页码：562 / 588

页数：27

共 70 条

[1] Aber M., 2000, PROMOTION WELLNESS C, P185
[2] Why does it take a village? The mediation of neighborhood effects on educational achievement
Ainsworth, JW
[J]. SOCIAL FORCES, 2002, 81 (01) : 117 - 152
[3] Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools
Anderman, EM
Midgley, C
[J]. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 1997, 22 (03) : 269 - 298
[4] Exposure to Neighborhood Affluence and Poverty in Childhood and Adolescence and Academic Achievement and Behavior
Anderson, Sara
Leventhal, Tama
Dupere, Veronique
[J]. APPLIED DEVELOPMENTAL SCIENCE, 2014, 18 (03) : 123 - 138
[5] Assessing the transitions to middle and high school
Barber, BK
Olsen, JA
[J]. JOURNAL OF ADOLESCENT RESEARCH, 2004, 19 (01) : 3 - 30
[6] Neighborhood social disorganization, families, and the educational behavior of adolescents
Bowen, NK
Bowen, GL
Ware, WB
[J]. JOURNAL OF ADOLESCENT RESEARCH, 2002, 17 (05) : 468 - 490
[7] Changing places. Do changes in the relative deprivation of areas influence limiting long-term illness and mortality among non-migrant people living in non-deprived households?
Boyle, P
Norman, P
Rees, P
[J]. SOCIAL SCIENCE & MEDICINE, 2004, 58 (12) : 2459 - 2471
[8] Examining the Black-White Achievement Gap Among Low-Income Children Using the NICHD Study of Early Child Care and Youth Development
Burchinal, Margaret
McCartney, Kathleen
Steinberg, Laurence
Crosnoe, Robert
Friedman, Sarah L.
McLoyd, Vonnie
Pianta, Robert
[J]. CHILD DEVELOPMENT, 2011, 82 (05) : 1404 - 1420
[9] Social risk and protective factors for African American children's academic achievement and adjustment during the transition to middle school
Burchinal, Margaret R.
Roberts, Joanne E.
Zeisel, Susan A.
Rowley, Stephanie J.
[J]. DEVELOPMENTAL PSYCHOLOGY, 2008, 44 (01) : 286 - 292
[10] Burton L.M., 1997, NEIGHBORHOOD POVERTY, VII, P132

← 1 2 3 4 5 6 7 →