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Gepubliceerd in:

01-10-2014 | Empirical Research

Demographic Marginalization, Social Integration, and Adolescents’ Educational Success

Auteurs: Aprile D. Benner, Yijie Wang

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 10/2014

Abstract

Links between schools’ demographic composition and students’ achievement have been a major policy interest for decades. Using a racially/ethnically diverse sample from the National Longitudinal Study of Adolescent Health (N = 6,302; 54 % females; 53 % White, 21 % African American, 15 % Latino, 8 % Asian American, 2 % other race/ethnicity), we examined the associations between demographic marginalization, students’ later social integration (loneliness at school, school attachment), and educational performance and attainment. Adolescents who were socioeconomically marginalized at school [i.e., having <15 % same-socioeconomic status (SES) peers] had lower cumulative grade point averages across high school and lower educational attainment. A similar disadvantage was observed among students who were both socioeconomically and racially/ethnically marginalized at school (i.e., having <15 % same-SES peers and <15 % same-racial/ethnic peers). Indirect effects were also observed, such that demographic marginalization was linked to poorer school attachment, and poorer school attachment, in turn, was related to poorer academic performance. These results highlight the educational barriers associated with demographic marginalization and suggest potential targets for future intervention efforts.

vorige artikel Invited Commentary: Broadening the Evidence for Adolescent Sexual and Reproductive Health and Education in the United States

volgende artikel Intragroup Contact and Anxiety Among Ethnic Minority Adolescents: Considering Ethnic Identity and School Diversity Transitions

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Titel: Demographic Marginalization, Social Integration, and Adolescents’ Educational Success
Auteurs: Aprile D. Benner
Yijie Wang
Publicatiedatum: 01-10-2014
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 10/2014
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-014-0151-6

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