School and peer influences on the academic outcomes of African American adolescents

被引：15

作者：

Butler-Barnes, Sheretta T. ^{[1
]}

Estrada-Martinez, Lorena ^{[2
]}

Colin, Rosa J. ^{[1
]}

Jones, Brittni D. ^{[3
]}

机构：

[1] Washington Univ, George Warren Brown Sch Social Work, St Louis, MO 63130 USA

[2] Univ Massachusetts, Coll Publ & Community Serv, Boston, MA 02125 USA

[3] Washington Univ, Dept Educ, St Louis, MO 63130 USA

来源：

JOURNAL OF ADOLESCENCE | 2015年 / 44卷

关键词：

African American adolescents; Peers; Academic achievement; Adolescence; School attachment; SOCIAL SUPPORT; STUDENTS; ACHIEVEMENT; AGGRESSION; ENGAGEMENT; MIDDLE; CHILDHOOD; BELONGINGNESS; CONNECTEDNESS; PERCEPTIONS;

D O I：

10.1016/j.adolescence.2015.07.007

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Little scholarship explores how adolescents' beliefs about school and peers influence the academic outcomes of African American boys and girls. The sample included 612 African American boys (N = 307, M-age = 16.84) and girls (N = 305, M-age = 16.79). Latent class analysis (LCA) revealed unique patterns for African American boys and girls. Findings indicate that for African American boys, school attachment was protective, despite having peers who endorsed negative achievement values. Furthermore, socio-economic (SES) status was associated with higher grade point averages (GPA) for African American girls. Overall, these findings underscore the unique role of school, peer, and gendered experiences in lives of African American adolescents. (C) 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

引用

页码：168 / 181

页数：14

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