Top

Gepubliceerd in:

08-11-2023 | Empirical Research

School Connectedness and Mental Health Among Black Adolescents

Auteurs: Adrian Gale, Lenna Nepomnyaschy

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 5/2024

Abstract

Black students’ school experiences are important for their mental health. The current study explored the link between school connectedness in middle childhood and depressive symptoms and aggressive behaviors among Black adolescents. Participants were Black youth (M_age = 9.36 years, SD = 0.38 at time 1), (M_age = 15.59 years, SD = 0.60 at time 2), and 50.2% female. The findings demonstrated a significant association between school connectedness assessed at age nine and reduced depressive symptoms and aggressive behaviors reported at age fifteen. Notably, gender moderated the relationship between school connectedness and depressive symptoms, with a stronger association found for girls. These results offer valuable insights into how early perceptions of school connectedness impact the mental health of Black adolescents as they grow older. These findings also indicate that girls might be more attuned to the social and emotional aspects of their schools. These findings validate the significance of a sense of connection to school with mental health outcomes among Black adolescents and indicate the possibility of school connectedness interventions to enhance their overall well-being.

vorige artikel Developmental Trajectories of Parental Self-Efficacy as Children Transition to Adolescence in Nine Countries: Latent Growth Curve Analyses

volgende artikel Trajectories of Loneliness During Adolescence Predict Subsequent Symptoms of Depression and Positive Wellbeing

Achenbach, T. M., & Rescorla, L. A. L. (2001). Manual for the ASEBA School-Age Forms & Profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth & Families.

Assari, S., & Caldwell, C. H. (2018). High risk of depression in high-income African American boys. Journal of Racial and Ethnic Health Disparities, 5(4), 808–819. https://doi.org/10.1007/s40615-017-0426-1.CrossRefPubMed

Assari, S., Smith, J. R., Caldwell, C. H., & Zimmerman, M. A. (2015). Gender differences in longitudinal links between neighborhood fear, parental support, and depression among African American emerging adults. Societies, 5(1), 151–170. https://doi.org/10.3390/soc5010151.CrossRefPubMed

Carlson, G. A., & Grant, K. E. (2008). The roles of stress and coping in explaining gender differences in risk for psychopathology among African American Urban adolescents. Journal of Early Adolescence, 28(3), 375–404. https://doi.org/10.1177/0272431608314663.CrossRef

Carney, J. V., Kim, I., Bright, D., & Hazler, R. J. (2019). Peer victimization and loneliness: The moderating role of school connectedness by gender. Journal of School Counseling, 53(9), 1689–1699. https://files.eric.ed.gov/fulltext/EJ1247300.pdf.

Choi, M. J., Hong, J. S., Travis, R., & Kim, J. (2023). Effects of school environment on depression among Black and White adolescents. Journal of Community Psychology, 51(3), 1181–1200. https://doi.org/10.1002/jcop.22969.CrossRefPubMed

Cogburn, C. D., Chavous, T., & Griffin, T. (2011). School-based racial and gender discrimination among African American adolescents: Exploring gender variation in frequency and implications for adjustment. Race and Social Problems, 3(1), 25–37. http://www.springerlink.com/index/10.1007/s12552-011-9040-8.CrossRefPubMedPubMedCentral

Deighton, J., Humphrey, N., Belsky, J., Boehnke, J., Vostanis, P., & Patalay, P. (2018). Longitudinal pathways between mental health difficulties and academic performance during middle childhood and early adolescence. British Journal of Developmental Psychology, 36(1), 110–126.CrossRefPubMed

Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. https://doi.org/10.1111/j.1532-7795.2010.00725.x.CrossRef

Gale, A. (2020). Examining Black adolescents’ perceptions of in-school racial discrimination: The role of teacher support on academic outcomes. Children and Youth Services Review, 116, 105173 https://doi.org/10.1016/j.childyouth.2020.105173.CrossRef

Golaszewski, N. M., Pasch, K. E., Fernandez, A., Poulos, N. S., Batanova, M., & Loukas, A. (2018). Perceived weight discrimination and school connectedness among youth: Does teacher support play a protective role? Journal of School Health, 88(10), 754–761. https://doi.org/10.1111/josh.12682.CrossRefPubMed

Greenwood, S. (2022, April 14). Race is central to identity for Black Americans and affects how they connect with each other. Pew Research Center Race & Ethnicity. https://www.pewresearch.org/race-ethnicity/2022/04/14/black-americans-place-and-community/.

Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39(1), 59–68. https://doi.org/10.3102/0013189X09357621.CrossRef

Jenchura, E. C., Gonzales, N. A., Tein, J. Y., & Luecken, L. J. (2017). Gender and the interplay of source of support and peer social rejection on internalizing among Mexican American youth. Journal of Youth and Adolescence, 46(4), 787–800. https://doi.org/10.1007/s10964-016-0589-9.CrossRefPubMed

Johnson, D. R., & Young, R. (2011). Toward best practices in analyzing datasets with missing data: Comparisons and recommendations. Journal of Marriage and Family, 73(5), 926–945.CrossRef

Kessler, R. C., Andrews, G., Mroczek, D., Ustun, B., & Wittchen, H. U. (1998). The World Health Organization composite international diagnostic interview short‐form (CIDI‐SF). International Journal of Methods in Psychiatric Research, 7(4), 171–185.CrossRef

Kunesh, C. E., & Noltemeyer, A. (2019). Understanding disciplinary disproportionality: Stereotypes shape pre-service teachers’ beliefs about black boys’ behavior. Urban Education, 54(4), 471–498.CrossRef

Langille, D. B., Asbridge, M., Cragg, A., & Rasic, D. (2015). Associations of school connectedness with adolescent suicidality: Gender differences and the role of risk of depression. Canadian Journal of Psychiatry, 60(6), 258–267. https://doi.org/10.1177/070674371506000604.CrossRefPubMedPubMedCentral

Loukas, A., Suzuki, R., & Horton, K. D. (2006). Examining school connectedness as a mediator of school climate effects. Journal of Research on Adolescence, 16(3), 491–502. https://doi.org/10.1111/j.1532-7795.2006.00504.x.CrossRef

Loukas, A., & Pasch, K. E. (2013). Does school connectedness buffer the impact of peer victimization on early adolescents’ subsequent adjustment problems? Journal of Early Adolescence, 33(2), 245–266. https://doi.org/10.1177/0272431611435117.CrossRef

Loukas, A., Roalson, L. A., & Herrera, D. E. (2010). School connectedness buffers the effects of negative family relations and poor effortful control on early adolescent conduct problems. Journal of Research on Adolescence, 20(1), 13–22. https://doi.org/10.1111/j.1532-7795.2009.00632.x.CrossRef

Loukas, A., Ripperger-Suhler, K. G., & Horton, K. D. (2009). Examining temporal associations between school connectedness and early adolescent adjustment. Journal of Youth and Adolescence, 38(6), 804–812. https://doi.org/10.1007/s10964-008-9312-9.CrossRefPubMed

McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. The Journal of School Health, 72(4), 138–146. http://www.ncbi.nlm.nih.gov/pubmed/12029810.CrossRefPubMed

Nasir, N. S., Jones, A., & Mclaughlin, M. (2011). School connectedness for students in low-income urban high schools. Teacher College Record, 113(8), 1755–1793.CrossRef

National Academies of Sciences, Engineering, and Medicine. (2019). Fostering healthy mental, emotional, and behavioral development in children and youth: A national agenda. The National Academies Press. https://doi.org/10.17226/25201.

Nolen-Hoeksema, S., & Girgus, J. S. (1994). The emergence of gender differences in depression during adolescence. Psychological Bulletin, 115(3), 424–443. https://doi.org/10.1037/0033-2909.115.3.424.CrossRefPubMed

Pachter, L. M., Bernstein, B. A., Szalacha, L. A., & García Coll, C. (2010). Perceived racism and discrimination in children and youth: An exploratory study. Health & Social Work, 35(1), 61–69. https://doi.org/10.1093/hsw/35.1.61.CrossRef

Pikulski, P. J., Pella, J. E., Casline, E. P., Hale, A. E., Drake, K., & Ginsburg, G. S. (2020). School connectedness and child anxiety. Journal of Psychologists and Counsellors in Schools, 30(1), 13–24. https://doi.org/10.1017/jgc.2020.3.CrossRef

Radloff, L. S. (1977). The CES-D Scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1(3), 385–401.CrossRef

Reardon, S. F., Kalogrides, D., & Shores, K. (2016). Stanford Education Data Archive (SEDA) Summary of data cleaning, estimation, and scaling procedures. Stanford Center for Education Policy Analysis. https://exhibits.stanford.edu/data/catalog/db586ns4974.

Reichman, N. E., Teitler, J. O., Garfinkel, I., & McLanahan, S. S. (2001). Fragile Families: sample and design. Children and Youth Services Review, 23(4), 303–326. https://doi.org/10.1016/S0190-7409(01)00141-4.CrossRef

Resaland, G. K., Moe, V. F., Bartholomew, J. B., Andersen, L. B., McKay, H. A., Anderssen, S. A., & Aadland, E. (2018). Gender-specific effects of physical activity on children’s academic performance: The Active Smarter Kids cluster randomized controlled trial. Preventive Medicine, 106, 171–176. https://doi.org/10.1016/j.ypmed.2017.10.034.CrossRefPubMed

Rice, M., Kang, D. H., Weaver, M., & Howell, C. C. (2008). Relationship of anger, stress, and coping with school connectedness in fourth-grade children. Journal of School Health, 78(3), 149–156. https://doi.org/10.1111/j.1746-1561.2007.00277.x.CrossRefPubMed

Ryan, A., Graves Jr, S., Sobalvarro, A., Nichols, K., Schutte, K., Aston, C., & Griffin, A. (2016). An evaluation of strong kids in an urban African American female sample: The need for gender-specific and culturally focused interventions. School Psychology Forum, 10(2), 157–164. June.

Shochet, I. M., Dadds, M. R., Ham, D., & Montague, R. (2010). Psychology school connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical and Adolescent Psychology, 35(2), 37–41. https://doi.org/10.1207/s15374424jccp3502.CrossRef

Skiba, R. J. (2015). Interventions to address racial/ethnic disparities in school discipline: Can systems reform be race-neutral? In R. Bangs & L. E. Davis (Eds.), BT - Race and Social Problems: Restructuring Inequality (pp. 107–124). Springer New York. https://doi.org/10.1007/978-1-4939-0863-9_7.

Szell, M., & Thurner, S. (2013). How women organize social networks different from men. Scientific Reports, 3(1), 1214 https://doi.org/10.1038/srep01214.CrossRefPubMedPubMedCentral

Tomek, S., Bolland, A. C., Hooper, L. M., Hitchcock, S., & Bolland, J. M. (2017). The impact of middle school connectedness on future high school outcomes in a Black American sample. Middle Grades Research Journal, 11(1), 1–12.

Titel: School Connectedness and Mental Health Among Black Adolescents
Auteurs: Adrian Gale
Lenna Nepomnyaschy
Publicatiedatum: 08-11-2023
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 5/2024
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-023-01898-0

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 5/2024

Longitudinal Associations Between Reactive and Proactive Aggression and Depression in Early Adolescence: Between‐ and Within‐Person Effects

The Social Inequality of Music: University Students from a Higher Social Class Are More Likely to Build Relationships and Feel Happiness Through Music

Life Satisfaction Trajectories During the Transition from Adolescence to Emerging Adulthood and the Role of Gender and Achievement Attribution: A Longitudinal Study of Chinese Youth

Cumulative Genetic Scores Interact with Maternal and Paternal Parenting in Predicting Parent-Adolescent Cohesion and Conflict

Longitudinal Associations Between Support and Prosocial Behavior Across Adolescence: The Roles of Fathers, Mothers, Siblings, and Friends

Parent-Child Discrepancies in Perceived Parental Control and Their Associations with Children’s Prosocial Behaviors in Early Adolescence within Chinese Families