Gender and race as variables in psychosocial adjustment to middle and high school

School transition research indicates that negative outcomes (e.g., decreases in self-esteem and academic motivation) occur for a number of students in transition. Although data are not consistent, gender and race tend to play a role in school transition outcomes. The authors investigated gender and race as variables in 6th- and 9th-grade students' psychosocial adjustment (e.g., perceptions of difficulty of transition and connectedness to school) following a recent school transition and in persons who they perceived as helpful in the transition process. Results suggest differences by gender for feelings of connectedness to middle and high school following the transition. Latino students perceived the transition to middle school as significantly more difficult than did Caucasian and African American students. Additional findings and implications are presented.