Top

Gepubliceerd in:

01-01-2009 | Empirical Research

School Engagement Among Urban Adolescents of Color: Does Perception of Social Support and Neighborhood Safety Really Matter?

Auteurs: Brian P. Daly, Richard Q. Shin, Charu Thakral, Michael Selders, Elizabeth Vera

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 1/2009

Abstract

In this study we examined the effects of risk factors (perceived neighborhood crime/delinquency problems, neighborhood incivilities) and protective factors (teacher support, family support, peer support) on the school engagement of 123 urban adolescents of color. Age and gender were also examined to determine if different ages (younger or older) or genders (male or female) significantly modified the relationship between the risk factors and school engagement. Results indicated that perceived neighborhood incivilities was uniquely predictive of school engagement. Contrary to hypotheses, different levels of the perceived social support variables did not modify the effects of risky neighborhood conditions on adolescent’s perceived school engagement. Age, but not gender, significantly modified the relationship between perceived family social support and perceived neighborhood crime on adolescents’ reported levels of school engagement. The implications of the results for prevention and intervention programs that address school engagement among early adolescents of color are considered.

vorige artikel A School-Level Analysis of Adolescent Extracurricular Activity, Delinquency, and Depression: The Importance of Situational Context

volgende artikel Developmental Changes in Adolescents’ Perceptions of Relationships with Their Parents

Aber, J. L. (1994). Poverty, violence and child development: Untangling family- and community-level effects. In C. Nelson (Ed.), Threats to optimal development: Integrating biological, psychological and social risk factors. The Minnesota Symposium on Child Psychology (Vol. 27, pp. 229–272). Hillsdale, NJ: Lawrence Erlbaum.

Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, CA: Sage.

Ainsworth, U. W. (2002). Why does it take a village? The mediation of neighborhood effects on educational achievement. Social Forces, 81, 117–152. doi:10.1353/sof.2002.0038.CrossRef

Annunziata, D., Hogue, A., Faw, L., & Liddle, H. A. (2006). Family functioning and school success in at-risk, inner-city adolescents. Journal of Youth and Adolescence, 35, 105–113. doi:10.1007/s10964-005-9016-3.CrossRef

Baker, S. B., & Gerler, E. R. (2004). School counseling for the twenty-first century (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Becker, B. E., & Luthar, S. S. (2002). Social-emotional factors affecting achievement outcomes among disadvantaged students: Closing the achievement gap. Educational Psychologist, 37, 197–214. doi:10.1207/S15326985EP3704_1.CrossRef

Benard, B. (1999). Applications of resilience: Possibilities and promise. In M. D. Glantz & J. Johnson (Eds.), Resilience and development: Positive life adaptations (pp. 269–277). Dordrecht, Netherlands: Kluwer Academic Publishers.

Bowen, N. K., & Bowen, G. L. (1999). Effects of crime and violence in neighborhoods and schools on the school behavior and performance of adolescents. Journal of Adolescent Research, 14, 319–342. doi:10.1177/0743558499143003.CrossRef

Bowen, N. K., Bowen, G. L., & Ware, W. B. (2002). Neighborhood social disorganization, families, and the educational behavior of adolescents. Journal of Adolescent Research, 17, 468–490. doi:10.1177/0743558402175003.CrossRef

Bowen, G. L., & Chapman, M. V. (1996). Poverty, neighborhood danger, social support, and the individual adaptation among at-risk youth in urban areas. Journal of Family Issues, 17, 641–666. doi:10.1177/019251396017005004.CrossRef

Brewster, A. B., & Bowen, G. L. (2004). Teacher support and the school engagement of Latino middle and high school students at risk of school failure. Child and Adolescent Social Work Journal, 21, 47–67. doi:10.1023/B:CASW.0000012348.83939.6b.CrossRef

Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. The American Psychologist, 34, 844–850. doi:10.1037/0003-066X.34.10.844.CrossRef

Burton, L. M., Price-Spratlen, T., & Spencer, M. B. (1997). On ways of thinking about measuring neighborhoods: Implications for studying context and developmental outcomes for children. In J. Brooks-Gunn, G. J. Duncan, & J. L. Aber (Eds.), Neighborhood poverty: Vol. 2. Policy implications in studying neighborhoods (pp. 23–47). New York: Russell Sage Foundation.

Carnegie Council on Adolescent Development. (1995). Great Transitions: Preparing Adolescents for the New Century. Carnegie, NY.

Chase-Lansdale, P. L., Gordon, R. A., Brooks-Gunn, J., & Klebanov, P. K. (1997). Neighbourhood and family influences on the intellectual and behavioural competence of preschool and early school-age children. In J. Brooks-Gunn, G. J. Duncan, & J. L. Aber (Eds.), Neighbourhood poverty: Context and consequences for children (Vol. 1, pp. 79–145). New York: Russell Sage.

Christenson, S. L., & Thurlow, M. L. (2004). School dropouts: Prevention considerations, interventions, and challenges. Current Directions in Psychological Science, 13, 36–39. doi:10.1111/j.0963-7214.2004.01301010.x.CrossRef

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Coie, J. D., Watt, N. F., West, S. G., & Hawkins, J. D. (1993). The science of prevention: A conceptual framework and some directions for a national research program. The American Psychologist, 48, 1013–1022. doi:10.1037/0003-066X.48.10.1013.PubMedCrossRef

Crosnoe, R., Cavanagh, S., & Elder, G. H., Jr. (2003). Adolescent friendships as academic resources: The intersection of friendship, race, and school disadvantage. Sociological Perspectives, 46, 331–352. doi:10.1525/sop.2003.46.3.331.CrossRef

Crowder, K., & South, S. J. (2003). Neighborhood distress and school dropout: The variable significance of community context. Social Science Research, 32, 659–698. doi:10.1016/S0049-089X(03)00035-8.CrossRef

Darling-Hammond, L. (2000). New standards and old inequities: School reform and the education of African American students. The Journal of Negro Education, 69, 263–287. doi:10.2307/2696245.CrossRef

Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived social support and maladjustment for students at risk. Psychology in the Schools, 39, 305–316. doi:10.1002/pits.10018.CrossRef

Eccles, J. S., & Harold, R. (1993). Parent-school involvement during the early adolescent years. Teachers College Record, 94, 568–587.

Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescence. In R. E. Ames & C. Ames (Eds.), Research on motivation and education (Vol. 3, pp. 139–186). New York: Academic Press.

Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175–191.PubMed

Fergusson, D. M., Horwood, L. J., & Lynskey, M. (1994). The childhoods of multiple problem adolescents: A 15-year longitudinal study. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 35, 1123–1140. doi:10.1111/j.1469-7610.1994.tb01813.x.PubMedCrossRef

Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. The Journal of Applied Psychology, 82, 221–234. doi:10.1037/0021-9010.82.2.221.PubMedCrossRef

Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to student engagement. The Journal of Negro Education, 62, 249–268. doi:10.2307/2295464.CrossRef

Fitzpatrick, K. M. (1993). Exposure to violence and presence of depression among low-income African-American youth. Journal of Consulting and Clinical Psychology, 61, 528–531. doi:10.1037/0022-006X.61.3.528.PubMedCrossRef

Frazier, P. A., Tix, A. P., & Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51, 115–134. doi:10.1037/0022-0167.51.1.115.CrossRef

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. doi:10.3102/00346543074001059.CrossRef

Frith, S., & Narikawa, O. (1972). Attitude toward school: Grades K-12. Los Angeles: Instructional Objectives Exchange.

Garnefski, N., & Diekstra, R. F. (1996). Perceived social support from family, school, and peers: Relationship with emotional and behavioral problems among adolescents. American Academy of Child and Adolescent Psychiatry, 35, 1657–1664. doi:10.1097/00004583-199612000-00018.CrossRef

Gillock, K., & Reyes, O. (1996). High school transition-related changes in urban minority students’ academic performance and perceptions of self and school environment. Journal of Community Psychology, 24, 245–261. doi:10.1002/(SICI)1520-6629(199607)24:3<245::AID-JCOP5>3.0.CO;2-W.CrossRef

Green, S. B. (1991). How many subjects does it take to do a regression analysis? Multivariate Behavioral Research, 26, 449–510. doi:10.1207/s15327906mbr2603_7.CrossRef

Halpern-Felsher, B. L., Connell, J. P., Spencer, M. B., Aber, J. L., Duncan, G. P., Clifford, E., et al. (1997). Neighborhood and family factors predicting educational risk and attainment in African American and white children and adolescents. In J. Brooks-Gunn, G. Duncan, & J. L. Aber (Eds.), Neighborhood poverty volume I: Context and consequences for children (pp. 146–173). New York: Russell Sage Foundation.

Harter, S. (1996). Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: Understanding children’s school adjustment (pp. 11–42). New York: Cambridge University Press.

Kandel, E., Mednick, S. A., Kirkegaard-Sorenson, L., Hutchings, B., Knop, J., Rosenberg, R., et al. (1988). IQ as a protective factor for subjects at high risk for antisocial behavior. Journal of Consulting and Clinical Psychology, 56, 224–226. doi:10.1037/0022-006X.56.2.224.PubMedCrossRef

Kotchick, B. A., & Forehand, F. (2002). Putting parenting in perspective: A discussion of the contextual factors that shape parenting practices. Journal of Child and Family Studies, 11, 255–269. doi:10.1023/A:1016863921662.CrossRef

Larson, R., & Richards, M. H. (1991). Daily companionship in late childhood and early adolescence: Changing developmental contexts. Child Development, 62, 284–300. doi:10.2307/1131003.PubMedCrossRef

Leventhal, T., & Brooks-Gunn, J. (2000). The neighborhoods they live in: The effects of neighborhood residence on child and adolescent outcomes. Psychological Bulletin, 126, 309–337. doi:10.1037/0033-2909.126.2.309.PubMedCrossRef

Leventhal, T., & Brooks-Gunn, J. (2004). Diversity in developmental trajectories across adolescence: Neighborhood influences. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp. 451–486). Hoboken, NJ: Wiley.

Luthar, S. S., & Cicchetti, D. (2000). The construct of resilience: Implications for interventions and social policies. Development and Psychopathology, 12, 857–885. doi:10.1017/S0954579400004156.CrossRef

Malecki, C. K., & Demaray, M. K. (2007). Social Support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21, 375–395. doi:10.1037/h0084129.CrossRef

Masten, A. S. (2001). Ordinary magic: Resiliency processes in development. The American Psychologist, 56, 227–238. doi:10.1037/0003-066X.56.3.227.PubMedCrossRef

Masten, A. S., & Coatsworth, J. D. (1995). Competence, resilience, and psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology, Vol. 2: Risk, disorder, and adaptation (pp. 715–752). Oxford, England: John Wiley & Sons.

McDermott, P. A., Mordell, M., & Stolzfus, J. C. (2001). The organization of student performance in American schools: Discipline, motivation, verbal learning, and nonverbal learning. Journal of Educational Psychology, 93, 65–76. doi:10.1037/0022-0663.93.1.65.CrossRef

Murdock, T. B. (1999). The social context of risk: Social and motivations predictors of alienation in middle-school. Journal of Educational Psychology, 91, 1–14. doi:10.1037/0022-0663.91.1.62.CrossRef

Nash, J. K. (2002). Neighborhood effects on sense of coherence and educational behavior in students at risk of school failure. Children and Schools, 24, 73–89.

National Center for Education Statistics. (1996). Urban schools: The challenge of location and poverty, NCES 96–184. Washington, DC: Government Printing Office.

National Center for Education Statistics. (2002). The condition of education 2002 (NCES 2002–025). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.

Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. New York: Teachers College Press.

Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11–30). New York: Teachers College Press.

Olson, L., & Jerald, C. D. (1998). Quality counts ‘98: The urban picture. Retrieved 7 November 2004, from http://www.edweek.org/reports/qc98/challenges.htm

Pastore, D. R., Fisher, M., & Friedman, S. B. (1996). Violence and mental health problems among urban high school students. The Journal of Adolescent Health, 18, 320–324. doi:10.1016/1054-139X(95)00063-X.PubMedCrossRef

Perkins, D. D., Florin, P., Rich, R. C., Wandersman, A., & Chavis, D. M. (1990). Participation and the social and physical environment of residential blocks: Crime and community context. American Journal of Community Psychology, 18, 83–115. doi:10.1007/BF00922690.CrossRef

Rasmussen, A., Aber, M. S., & Bhana, A. (2004). Adolescent coping and neighborhood violence: Perceptions, exposure, and urban youths’ efforts to deal with danger. American Journal of Community Psychology, 33, 61–75. doi:10.1023/B:AJCP.0000014319.32655.66.PubMedCrossRef

Rhule, D. M., McMahon, R. J., Speiker, S. J., & Munson, J. A. (2006). Positive adjustment and associated protective factors in children of adolescent mothers. Journal of Child and Family Studies, 15, 231–251. doi:10.1007/s10826-005-9015-8.CrossRef

Rumberger, R. W., & Larson, K. A. (1998). Student mobility and the increased risk of high school dropout. American Journal of Education, 107, 1–35. doi:10.1086/444201.CrossRef

Sampson, R. J., Morenoff, J. D., & Gannon-Rowley, T. (2002). Assessing “neighborhood effects”: Social processes and new directions in research. Annual Review of Sociology, 28, 443–478. doi:10.1146/annurev.soc.28.110601.141114.CrossRef

Shin, R. Q., Daly, B. P., & Vera, E. M. (2007). The relationships of peer norms, ethnic identity, and peer support to school engagement in urban youth. Professional School Counseling, 10, 379–388.

Shumow, L., Vandell, D. L., & Posner, J. (1998). Perceptions of danger: A psychological mediator of neighborhood demographic characteristics. The American Journal of Orthopsychiatry, 68, 468–478. doi:10.1037/h0080356.PubMedCrossRef

Sinclair, M. F., Christenson, S. L., Evelo, D. L., & Hurley, C. M. (1998). Dropout prevention for youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65, 7–21.

Sorin, G. (1990). The nurturing neighborhood: The Brownsville Boys Club and Jewish community in urban America, 1940–1990. New York, NY: New York University Press.

Stanton-Salazar, R. D. (1997). A social capital framework for understanding the socialization of racial minority children and youths. Harvard Educational Review, 67, 1–39.

Steinberg, L. D. (1990). Autonomy, conflict, and harmony on the family relationship. In S. S. Feldman & D. S. Elliot (Eds.), The developing adolescent (pp. 255–276). Cambridge, MA: Harvard University Press.

Steinberg, L. D., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63, 1266–1281. doi:10.2307/1131532.PubMedCrossRef

Steinberg, L. D., & Silverberg, S. B. (1986). The vicissitudes of autonomy in early adolescence. Child Development, 57, 841–851. doi:10.2307/1130361.PubMedCrossRef

Tolan, P. H. (2001). Emerging themes and challenges in understanding youth violence involvement. Journal of Clinical Child Psychology, 30, 233–239. doi:10.1207/S15374424JCCP3002_10.PubMedCrossRef

Vaux, A. (1988). Social support: Theory, research, and intervention. New York, NY: Praeger Publishers.

Vaux, A., Phillips, J., Holly, L., Thompson, B., Williams, D., & Steward, D. (1986). The social support appraisals scale: Studies of reliability and validity. American Journal of Community Psychology, 14, 195–219. doi:10.1007/BF00911821.CrossRef

Vera, E. M., & Shin, R. Q. (2006). Promoting strengths in a socially toxic world: Supporting resiliency with systemic interventions. The Counseling Psychologist, 34, 80–89. doi:10.1177/0011000005282365.CrossRef

Wehlage, G. G., Rutter, M., Smith, G. A., Lesko, N., & Fernandez, R. R. (1989). Reducing the risk. Schools as communities of support. Philadelphia, PA: Falmer Press.

Wentzel, K. R. (1994). Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support. Journal of Educational Psychology, 86, 173–182. doi:10.1037/0022-0663.86.2.173.CrossRef

Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202–209. doi:10.1037/0022-0663.90.2.202.CrossRef

Titel: School Engagement Among Urban Adolescents of Color: Does Perception of Social Support and Neighborhood Safety Really Matter?
Auteurs: Brian P. Daly
Richard Q. Shin
Charu Thakral
Michael Selders
Elizabeth Vera
Publicatiedatum: 01-01-2009
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 1/2009
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-008-9294-7

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 1/2009

The Role of Friends in Early Adolescents’ Academic Self-competence and Intrinsic Value for Math and English

Coping Styles and Sex Differences in Depressive Symptoms and Delinquent Behavior

A School-Level Analysis of Adolescent Extracurricular Activity, Delinquency, and Depression: The Importance of Situational Context

Autonomy, Belongingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being

Developmental Changes in Adolescents’ Perceptions of Relationships with Their Parents

The Role of Youth’s Ratings of the Importance of Socially Supportive Behaviors in the Relationship Between Social Support and Self-Concept