Skip to main content
Top
Gepubliceerd in:

22-09-2020 | Empirical Research

Unpacking Racial/Ethnic Differences in the Associations between Neighborhood Disadvantage and Academic Achievement: Mediation of Future Orientation and Moderation of Parental Support

Auteurs: Yunyu Xiao, Meghan Romanelli, Carolina Vélez-Grau, Michael A. Lindsey

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 1/2021

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Despite the extensive literature on the deleterious effects of perceived neighborhood disadvantage on academic achievement, there is a dearth of information on racial/ethnic differences in the underlying roles of future orientation and parental support that may mediate or moderate this association. Using data from 3618 students in grades 6–9 (50% female, Meanage = 12.9 [1.3], 6.99% Black, 10.39% Hispanic/Latino, 82.61% White) in two communities in North Carolina during 2009-2014 who completed the School Success Profile, a self-report social environmental assessment, this study conducted multiple group analyses across three racial/ethnic groups (Black, Hispanic/Latino, White), revealing that perceived neighborhood disadvantage was associated with lower future orientation, which in turn was related to poorer academic achievement. The mediating effects were stronger among Black youth compared to White and Hispanic/Latino adolescents. Adolescents with high parental support were minimally affected by perceived neighborhood disadvantage. The findings identify nuanced racial/ethnic disparities in perceived neighborhood influences on academic achievement and raise important intervention targets to promote academic achievement among disadvantaged subgroups.
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Literatuur
go back to reference Aceves, M. J., & Cookston, J. T. (2007). Violent victimization, aggression, and parent-adolescent relations: quality parenting as a buffer for violently victimized youth. Journal of Youth and Adolescence, 36(5), 635–647. Aceves, M. J., & Cookston, J. T. (2007). Violent victimization, aggression, and parent-adolescent relations: quality parenting as a buffer for violently victimized youth. Journal of Youth and Adolescence, 36(5), 635–647.
go back to reference Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. London: Sage. Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. London: Sage.
go back to reference Ansary, N. S., & Luthar, S. S. (2009). Distress and academic achievement among adolescents of affluence: a study of externalizing and internalizing problem behaviors and school performance. Development Psychopathology, 21(1), 319–341.PubMed Ansary, N. S., & Luthar, S. S. (2009). Distress and academic achievement among adolescents of affluence: a study of externalizing and internalizing problem behaviors and school performance. Development Psychopathology, 21(1), 319–341.PubMed
go back to reference Asparouhov, T., & Muthén, B. (2010). Weighted least squares estimation with missing data. Mplus Technical Appendix (pp. 1–10). Asparouhov, T., & Muthén, B. (2010). Weighted least squares estimation with missing data. Mplus Technical Appendix (pp. 1–10).
go back to reference Bacallao, M. L., & Smokowski, P. R. (2007). The costs of getting ahead: Mexican family system changes after immigration. Family Relations, 56(1), 52–66. Bacallao, M. L., & Smokowski, P. R. (2007). The costs of getting ahead: Mexican family system changes after immigration. Family Relations, 56(1), 52–66.
go back to reference Baraldi, A. N., & Enders, C. K. (2010). An introduction to modern missing data analyses. Journal of School Psychology, 48(1), 5–37.PubMed Baraldi, A. N., & Enders, C. K. (2010). An introduction to modern missing data analyses. Journal of School Psychology, 48(1), 5–37.PubMed
go back to reference Bender, R., & Lange, S. (2001). Adjusting for multiple testing—when and how? Journal of Clinical Epidemiology, 54(4), 343–349.PubMed Bender, R., & Lange, S. (2001). Adjusting for multiple testing—when and how? Journal of Clinical Epidemiology, 54(4), 343–349.PubMed
go back to reference Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental involvement and adolescents’ educational success: the roles of prior achievement and socioeconomic status. Journal of Youth and Adolescence, 45(6), 1053–1064.PubMed Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental involvement and adolescents’ educational success: the roles of prior achievement and socioeconomic status. Journal of Youth and Adolescence, 45(6), 1053–1064.PubMed
go back to reference Bowen, G. L. (2009). Preventing school dropout: the eco-interactional developmental model of school success. The Prevention Researcher, 16(3), 3–9. Bowen, G. L. (2009). Preventing school dropout: the eco-interactional developmental model of school success. The Prevention Researcher, 16(3), 3–9.
go back to reference Bowen, G. L., Hopson, L. M., Rose, R. A., & Glennie, E. J. (2012). Students’ perceived parental school behavior expectations and their academic performance: a longitudinal analysis. Family Relations, 61(2), 175–191. Bowen, G. L., Hopson, L. M., Rose, R. A., & Glennie, E. J. (2012). Students’ perceived parental school behavior expectations and their academic performance: a longitudinal analysis. Family Relations, 61(2), 175–191.
go back to reference Bowen, G.L., & Richman, J.M. (2008). School success profile. Chapel Hill, NC: Jordan Institute for Families, School of Social Work, University of North Carolina at Chapel Hill. Bowen, G.L., & Richman, J.M. (2008). School success profile. Chapel Hill, NC: Jordan Institute for Families, School of Social Work, University of North Carolina at Chapel Hill.
go back to reference Bowen, G. L., & Richman, J. M. (2010). The School Success Profile: assessing the social environment and the individual adaptation of middle and high school students. Studia Universitatis Babes-Bolyai, 55(1), 11–29. Bowen, G. L., & Richman, J. M. (2010). The School Success Profile: assessing the social environment and the individual adaptation of middle and high school students. Studia Universitatis Babes-Bolyai, 55(1), 11–29.
go back to reference Bowen, G. L., Rose, R. A., & Bowen, N. K. (2005). The reliability and validity of the School Success Profile. Philadelphia, PA: Xlibris Press. Bowen, G. L., Rose, R. A., & Bowen, N. K. (2005). The reliability and validity of the School Success Profile. Philadelphia, PA: Xlibris Press.
go back to reference Bowen, G. L., Rose, R. A., Powers, J. D., & Glennie, E. J. (2008). The joint effects of neighborhoods, schools, peers, and families on changes in the school success of middle school students. Family Relations, 57(4), 504–516. Bowen, G. L., Rose, R. A., Powers, J. D., & Glennie, E. J. (2008). The joint effects of neighborhoods, schools, peers, and families on changes in the school success of middle school students. Family Relations, 57(4), 504–516.
go back to reference Bowen, N. K., & Guo, S. (2012). Structural equation modeling. Oxford; New York: Oxford University Press. Bowen, N. K., & Guo, S. (2012). Structural equation modeling. Oxford; New York: Oxford University Press.
go back to reference Bronfenbrenner, U. (2005). Making human beings human: bioecological perspectives on human development. Thousand Oaks, CA: Sage. Bronfenbrenner, U. (2005). Making human beings human: bioecological perspectives on human development. Thousand Oaks, CA: Sage.
go back to reference Brown, T. A. (2015). Confirmatory factor analysis for applied research. 2nd ed. New York: Guilford Publications. Brown, T. A. (2015). Confirmatory factor analysis for applied research. 2nd ed. New York: Guilford Publications.
go back to reference Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230–258. Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230–258.
go back to reference Camacho, D. E., & Fuligni, A. J. (2015). Extracurricular participation among adolescents from immigrant families. Journal of Youth and Adolescence, 44(6), 1251–1262.PubMed Camacho, D. E., & Fuligni, A. J. (2015). Extracurricular participation among adolescents from immigrant families. Journal of Youth and Adolescence, 44(6), 1251–1262.PubMed
go back to reference Carlo, G., Crockett, L. J., & Carranza, M. A. (2011). Health disparities in youth and families. New York, NY: Springer. Carlo, G., Crockett, L. J., & Carranza, M. A. (2011). Health disparities in youth and families. New York, NY: Springer.
go back to reference Chang, E. C., Elizabeth, A. Y., Lee, J. Y., Hirsch, J. K., Kupfermann, Y., & Kahle, E. R. (2013). An examination of optimism/pessimism and suicide risk in primary care patients: does belief in a changeable future make a difference? Cognitive Therapy and Research, 37(4), 796–804. Chang, E. C., Elizabeth, A. Y., Lee, J. Y., Hirsch, J. K., Kupfermann, Y., & Kahle, E. R. (2013). An examination of optimism/pessimism and suicide risk in primary care patients: does belief in a changeable future make a difference? Cognitive Therapy and Research, 37(4), 796–804.
go back to reference Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2013). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Hillsdale, NJ: Routledge. Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2013). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Hillsdale, NJ: Routledge.
go back to reference Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M., & Bornstein, M. H. (2000). Contemporary research on parenting: the case for nature and nurture. American Psychologist, 55(2), 218. Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M., & Bornstein, M. H. (2000). Contemporary research on parenting: the case for nature and nurture. American Psychologist, 55(2), 218.
go back to reference Day, E., & Dotterer, A. M. (2018). Parental involvement and adolescent academic outcomes: exploring differences in beneficial strategies across racial/ethnic groups. Journal of Youth and Adolescence, 47(6), 1332–1349.PubMed Day, E., & Dotterer, A. M. (2018). Parental involvement and adolescent academic outcomes: exploring differences in beneficial strategies across racial/ethnic groups. Journal of Youth and Adolescence, 47(6), 1332–1349.PubMed
go back to reference Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649–1660.PubMed Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649–1660.PubMed
go back to reference Dowling, K., Simpkin, A. J., & Barry, M. M. (2019). A cluster randomized-controlled trial of the mindout social and emotional learning program for disadvantaged post-primary school students. Journal of Youth and Adolescence, 48(7), 1245–1263.PubMed Dowling, K., Simpkin, A. J., & Barry, M. M. (2019). A cluster randomized-controlled trial of the mindout social and emotional learning program for disadvantaged post-primary school students. Journal of Youth and Adolescence, 48(7), 1245–1263.PubMed
go back to reference Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087.PubMed Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087.PubMed
go back to reference Fitzmaurice, G., Davidian, M., Verbeke, G., & Molenberghs, G. (2008). Longitudinal data analysis. Boca Raton, FL: Chapman & Hall/CRC. Fitzmaurice, G., Davidian, M., Verbeke, G., & Molenberghs, G. (2008). Longitudinal data analysis. Boca Raton, FL: Chapman & Hall/CRC.
go back to reference Glass, T. A., & McAtee, M. J. (2006). Behavioral science at the crossroads in public health: extending horizons, envisioning the future. Social Science & Medicine, 62(7), 1650–1671. Glass, T. A., & McAtee, M. J. (2006). Behavioral science at the crossroads in public health: extending horizons, envisioning the future. Social Science & Medicine, 62(7), 1650–1671.
go back to reference Hair, E. C., Moore, K. A., Garrett, S. B., Ling, T., & Cleveland, K. (2008). The continued importance of quality parent–adolescent relationships during late adolescence. Journal of Research on Adolescence, 18(1), 187–200. Hair, E. C., Moore, K. A., Garrett, S. B., Ling, T., & Cleveland, K. (2008). The continued importance of quality parent–adolescent relationships during late adolescence. Journal of Research on Adolescence, 18(1), 187–200.
go back to reference Harley, D., Hunn, V., Elliott, W., & Canfield, J. (2015). Photovoice as a culturally competent research methodology for African Americans. Journal of Pan African Studies, 7(9), 31–41. Harley, D., Hunn, V., Elliott, W., & Canfield, J. (2015). Photovoice as a culturally competent research methodology for African Americans. Journal of Pan African Studies, 7(9), 31–41.
go back to reference Henry, C. S., Merten, M. J., Plunkett, S. W., & Sands, T. (2008). Neighborhood, parenting, and adolescent factors and academic achievement in Latino adolescents from immigrant families. Family Relations, 57(5), 579–590. Henry, C. S., Merten, M. J., Plunkett, S. W., & Sands, T. (2008). Neighborhood, parenting, and adolescent factors and academic achievement in Latino adolescents from immigrant families. Family Relations, 57(5), 579–590.
go back to reference Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., & Bates, J. E., et al. (2004). Parent academic involvement as related to school behavior, achievement, and aspirations: demographic variations across adolescence. Child Development, 75(5), 1491–1509.PubMedPubMedCentral Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., & Bates, J. E., et al. (2004). Parent academic involvement as related to school behavior, achievement, and aspirations: demographic variations across adolescence. Child Development, 75(5), 1491–1509.PubMedPubMedCentral
go back to reference Jost, J. T., Chaikalis-Petritsis, V., Abrams, D., Sidanius, J., Van Der Toorn, J., & Bratt, C. (2012). Why men (and women) do and don’t rebel: effects of system justification on willingness to protest. Personality and social psychology Bulletin, 38(2), 197–208.PubMed Jost, J. T., Chaikalis-Petritsis, V., Abrams, D., Sidanius, J., Van Der Toorn, J., & Bratt, C. (2012). Why men (and women) do and don’t rebel: effects of system justification on willingness to protest. Personality and social psychology Bulletin, 38(2), 197–208.PubMed
go back to reference Kingston, B., Huizinga, D., & Elliott, D. S. (2009). A test of social disorganization theory in high-risk urban neighborhoods. Youth & Society, 41(1), 53–79. Kingston, B., Huizinga, D., & Elliott, D. S. (2009). A test of social disorganization theory in high-risk urban neighborhoods. Youth & Society, 41(1), 53–79.
go back to reference Kingston, S., Huang, K. Y., Calzada, E., Dawson-McClure, S., & Brotman, L. (2013). Parent involvement in education as a moderator of family and neighborhood socioeconomic context on school readiness among young children. Journal of Community Psychology, 41(3), 265–276. https://doi.org/10.1002/jcop.21528.CrossRef Kingston, S., Huang, K. Y., Calzada, E., Dawson-McClure, S., & Brotman, L. (2013). Parent involvement in education as a moderator of family and neighborhood socioeconomic context on school readiness among young children. Journal of Community Psychology, 41(3), 265–276. https://​doi.​org/​10.​1002/​jcop.​21528.CrossRef
go back to reference Kline, R. B. (2015). Principles and practice of structural equation modeling. 4th ed. New York, NY: Guilford Press. New York. Kline, R. B. (2015). Principles and practice of structural equation modeling. 4th ed. New York, NY: Guilford Press. New York.
go back to reference Leventhal, T. (2018). Neighborhood context and children’s development: when do neighborhoods matter most? Child Development Perspectives, 12(4), 258–263. Leventhal, T. (2018). Neighborhood context and children’s development: when do neighborhoods matter most? Child Development Perspectives, 12(4), 258–263.
go back to reference Leventhal, T., & Dupéré, V. (2019). Neighborhood effects on children’s development in experimental and nonexperimental research. Annual Review of Developmental Psychology, 1, 149–176. Leventhal, T., & Dupéré, V. (2019). Neighborhood effects on children’s development in experimental and nonexperimental research. Annual Review of Developmental Psychology, 1, 149–176.
go back to reference Leventhal, T., Dupéré, V., & Brooks-Gunn, J. (2009). Neighborhood influences on adolescent development. In R.M. Lerner, & L. Steinberg (Eds), Handbook of Adolescent Psychology, Vol. 2: Contextual influences on adolescent development (pp. 411–442). Hoboken, NJ: John Wiley & Sons, Inc. Leventhal, T., Dupéré, V., & Brooks-Gunn, J. (2009). Neighborhood influences on adolescent development. In R.M. Lerner, & L. Steinberg (Eds), Handbook of Adolescent Psychology, Vol. 2: Contextual influences on adolescent development (pp. 411–442). Hoboken, NJ: John Wiley & Sons, Inc.
go back to reference Leventhal, T., Dupéré, V., & Shuey, E.A. (2015). Children in neighborhoods. In R.M. Lerner (Ed.), Handbook of Child Psychology and Developmental Science (7th ed., Vol. 4, pp. 1–41). Hoboken, New Jersey: John Wiley & Sons, Inc. Leventhal, T., Dupéré, V., & Shuey, E.A. (2015). Children in neighborhoods. In R.M. Lerner (Ed.), Handbook of Child Psychology and Developmental Science (7th ed., Vol. 4, pp. 1–41). Hoboken, New Jersey: John Wiley & Sons, Inc.
go back to reference Li, C. (2013). Little’s test of missing completely at random. The Stata Journal, 13(4), 795–809. Li, C. (2013). Little’s test of missing completely at random. The Stata Journal, 13(4), 795–809.
go back to reference Little, R. J., & Rubin, D. B. (1989). The analysis of social science data with missing values. Sociological Methods & Research, 18(2-3), 292–326. Little, R. J., & Rubin, D. B. (1989). The analysis of social science data with missing values. Sociological Methods & Research, 18(2-3), 292–326.
go back to reference Madyun, N. i. H. (2011). Connecting Social Disorganization Theory to African-American Outcomes to Explain the Achievement Gap. Educational Foundations, 25, 21–35. Madyun, N. i. H. (2011). Connecting Social Disorganization Theory to African-American Outcomes to Explain the Achievement Gap. Educational Foundations, 25, 21–35.
go back to reference Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: the effect of sample size. Psychological Bulletin, 103(3), 391. Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: the effect of sample size. Psychological Bulletin, 103(3), 391.
go back to reference Minh, A., Muhajarine, N., Janus, M., Brownell, M., & Guhn, M. (2017). A review of neighborhood effects and early child development: how, where, and for whom, do neighborhoods matter? Health & Place, 46, 155–174. Minh, A., Muhajarine, N., Janus, M., Brownell, M., & Guhn, M. (2017). A review of neighborhood effects and early child development: how, where, and for whom, do neighborhoods matter? Health & Place, 46, 155–174.
go back to reference Muthén, L.K., & Muthén, B.O. (1998–2017). Mplus User’s Guide (8th ed.). Los Angeles, CA: Muthén & Muthén. Muthén, L.K., & Muthén, B.O. (1998–­2017). Mplus User’s Guide (8th ed.). Los Angeles, CA: Muthén & Muthén.
go back to reference Muthén, L.K., & Muthén, B.O. (2015). Mplus Version 7.4. Los Angeles, CA: Muthén & Muthén. Muthén, L.K., & Muthén, B.O. (2015). Mplus Version 7.4. Los Angeles, CA: Muthén & Muthén.
go back to reference Niehaus, K., Rudasill, K. M., & Rakes, C. R. (2012). A longitudinal study of school connectedness and academic outcomes across sixth grade. Journal of School Psychology, 50(4), 443–460.PubMed Niehaus, K., Rudasill, K. M., & Rakes, C. R. (2012). A longitudinal study of school connectedness and academic outcomes across sixth grade. Journal of School Psychology, 50(4), 443–460.PubMed
go back to reference Nurmi, J. E., Seginer, R., & Poole, M. E. (1990). The future orientation questionnaire. Helsinki, Finland: University of Helsinki, Department of Psychology. Nurmi, J. E., Seginer, R., & Poole, M. E. (1990). The future orientation questionnaire. Helsinki, Finland: University of Helsinki, Department of Psychology.
go back to reference Oyserman, D., & Fryberg, S.A. (2006). The possible selves of diverse adolescents: content and function across gender, race and national origin. In C. Dunkel, & J. Kerpelman (Eds), Possible selves: theory, research, and applications (pp. 17–39). New York: Nova Science Publishers, Inc. Oyserman, D., & Fryberg, S.A. (2006). The possible selves of diverse adolescents: content and function across gender, race and national origin. In C. Dunkel, & J. Kerpelman (Eds), Possible selves: theory, research, and applications (pp. 17–39). New York: Nova Science Publishers, Inc.
go back to reference Rana, R., & Mahmood, N. (2010). The relationship between test anxiety and academic achievement. Bulletin of Education and Research, 32(2), 63–74. Rana, R., & Mahmood, N. (2010). The relationship between test anxiety and academic achievement. Bulletin of Education and Research, 32(2), 63–74.
go back to reference Rios, R., Aiken, L. S., & Zautra, A. J. (2011). Neighborhood contexts and the mediating role of neighborhood social cohesion on health and psychological distress among Hispanic and non-Hispanic residents. Annals of Behavioral Medicine, 43(1), 50–61. Rios, R., Aiken, L. S., & Zautra, A. J. (2011). Neighborhood contexts and the mediating role of neighborhood social cohesion on health and psychological distress among Hispanic and non-Hispanic residents. Annals of Behavioral Medicine, 43(1), 50–61.
go back to reference Roosa, M. W., White, R. M., Zeiders, K. H., & Tein, J. Y. (2009). An examination of the role of perceptions in neighborhood research. Journal of Community Psychology, 37(3), 327–341.PubMedPubMedCentral Roosa, M. W., White, R. M., Zeiders, K. H., & Tein, J. Y. (2009). An examination of the role of perceptions in neighborhood research. Journal of Community Psychology, 37(3), 327–341.PubMedPubMedCentral
go back to reference Rothon, C., Head, J., Clark, C., Klineberg, E., Cattell, V., & Stansfeld, S. (2009). The impact of psychological distress on the educational achievement of adolescents at the end of compulsory education. Social Psychiatry Psychiatric Epidemiology, 44(5), 421–427.PubMed Rothon, C., Head, J., Clark, C., Klineberg, E., Cattell, V., & Stansfeld, S. (2009). The impact of psychological distress on the educational achievement of adolescents at the end of compulsory education. Social Psychiatry Psychiatric Epidemiology, 44(5), 421–427.PubMed
go back to reference Rubin, D. B. (1987). Multiple imputation for nonresponse in surveys. New York, NY: John Wiley & Sons. Rubin, D. B. (1987). Multiple imputation for nonresponse in surveys. New York, NY: John Wiley & Sons.
go back to reference Rueger, S. Y., Malecki, C. K., Pyun, Y., Aycock, C., & Coyle, S. (2016). A meta-analytic review of the association between perceived social support and depression in childhood and adolescence. Psychological Bulletin, 142(10), 1017.PubMed Rueger, S. Y., Malecki, C. K., Pyun, Y., Aycock, C., & Coyle, S. (2016). A meta-analytic review of the association between perceived social support and depression in childhood and adolescence. Psychological Bulletin, 142(10), 1017.PubMed
go back to reference Scheier, M. E., & Carver, C. S. (1987). Dispositional optimism and physical well‐being: the influence of generalized outcome expectancies on health. Journal of Personality, 55(2), 169–210.PubMed Scheier, M. E., & Carver, C. S. (1987). Dispositional optimism and physical well‐being: the influence of generalized outcome expectancies on health. Journal of Personality, 55(2), 169–210.PubMed
go back to reference Seginer, R. (2009a). Future orientation: a conceptual framework. In Future orientation: developmental and ecological perspectives (Springer series on human exceptionality) (pp. 1–27). New York: Springer. Seginer, R. (2009a). Future orientation: a conceptual framework. In Future orientation: developmental and ecological perspectives (Springer series on human exceptionality) (pp. 1–27). New York: Springer.
go back to reference Seginer, R. (2009b). Future orientation: developmental and ecological perspectives. In Future orientation: developmental and ecological perspectives (Springer series on human exceptionality) (pp. 1–258). New York: Springer. Seginer, R. (2009b). Future orientation: developmental and ecological perspectives. In Future orientation: developmental and ecological perspectives (Springer series on human exceptionality) (pp. 1–258). New York: Springer.
go back to reference Shaw, C. R., & McKay, H. D. (1969). Juvenile delinquency and urban areas. Chicago: University of Chicago Press. Shaw, C. R., & McKay, H. D. (1969). Juvenile delinquency and urban areas. Chicago: University of Chicago Press.
go back to reference Snyder, C., Feldman, D. B., Taylor, J. D., Schroeder, L. L., & Adams, V. H. (2000). The roles of hopeful thinking in preventing problems and enhancing strengths. Applied and Preventive Psychology, 9(4), 249–269. Snyder, C., Feldman, D. B., Taylor, J. D., Schroeder, L. L., & Adams, V. H. (2000). The roles of hopeful thinking in preventing problems and enhancing strengths. Applied and Preventive Psychology, 9(4), 249–269.
go back to reference StataCorp. (2015). Stata statistical software: release 14. College Station, TX: StataCorp LP. StataCorp. (2015). Stata statistical software: release 14. College Station, TX: StataCorp LP.
go back to reference Strayhorn, T. L. (2014). What role does grit play in the academic success of black male collegians at predominantly white institutions? Journal of African American Studies, 18(1), 1–10. Strayhorn, T. L. (2014). What role does grit play in the academic success of black male collegians at predominantly white institutions? Journal of African American Studies, 18(1), 1–10.
go back to reference Surko, M., Ciro, D., Blackwood, C., Nembhard, M., & Peake, K. (2005). Experience of racism as a correlate of developmental and health outcomes among urban adolescent mental health clients. Social Work in Mental Health, 3(3), 235–260. Surko, M., Ciro, D., Blackwood, C., Nembhard, M., & Peake, K. (2005). Experience of racism as a correlate of developmental and health outcomes among urban adolescent mental health clients. Social Work in Mental Health, 3(3), 235–260.
go back to reference Tyler, C. P., Geldhof, G. J., Black, K. L., & Bowers, E. P. (2020). Critical Reflection and Positive Youth Development among White and Black Adolescents: Is Understanding Inequality Connected to Thriving? Journal of Youth and Adolescence, 49(4), 757–771. https://doi.org/10.1007/s10964-019-01092-1. Tyler, C. P., Geldhof, G. J., Black, K. L., & Bowers, E. P. (2020). Critical Reflection and Positive Youth Development among White and Black Adolescents: Is Understanding Inequality Connected to Thriving? Journal of Youth and Adolescence, 49(4), 757–771. https://​doi.​org/​10.​1007/​s10964-019-01092-1.
go back to reference Valdés, G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. New York: Teachers College Press. Valdés, G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. New York: Teachers College Press.
go back to reference Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: a meta-analysis. Psychological Bulletin, 140(4), 1174.PubMed Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: a meta-analysis. Psychological Bulletin, 140(4), 1174.PubMed
go back to reference West, S.G., Taylor, A.B., & Wu, W. (2012). Model fit and model selection in structural equation modeling. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 209–231). New York, NY: Guilford Press. West, S.G., Taylor, A.B., & Wu, W. (2012). Model fit and model selection in structural equation modeling. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 209–231). New York, NY: Guilford Press.
go back to reference White, I. R., Royston, P., & Wood, A. M. (2011). Multiple imputation using chained equations: issues and guidance for practice. Statistics in Medicine, 30(4), 377–399.PubMed White, I. R., Royston, P., & Wood, A. M. (2011). Multiple imputation using chained equations: issues and guidance for practice. Statistics in Medicine, 30(4), 377–399.PubMed
go back to reference White, R. M., Pasco, M. C., Korous, K. M., & Causadias, J. M. (2020). A systematic review and meta-analysis of the association of neighborhood ethnic-racial concentrations and adolescent behaviour problems in the US. Journal of Adolescence, 78, 73–84.PubMed White, R. M., Pasco, M. C., Korous, K. M., & Causadias, J. M. (2020). A systematic review and meta-analysis of the association of neighborhood ethnic-racial concentrations and adolescent behaviour problems in the US. Journal of Adolescence, 78, 73–84.PubMed
go back to reference White, R. M., Zeiders, K. H., & Safa, M. D. (2018). Neighborhood structural characteristics and Mexican-origin adolescents’ development. Development and Psychopathology, 30(5), 1679–1698.PubMed White, R. M., Zeiders, K. H., & Safa, M. D. (2018). Neighborhood structural characteristics and Mexican-origin adolescents’ development. Development and Psychopathology, 30(5), 1679–1698.PubMed
go back to reference Wickrama, K., Noh, S., & Bryant, C. M. (2005). Racial differences in adolescent distress: differential effects of the family and community for blacks and whites. Journal of Community Psychology, 33(3), 261–282. Wickrama, K., Noh, S., & Bryant, C. M. (2005). Racial differences in adolescent distress: differential effects of the family and community for blacks and whites. Journal of Community Psychology, 33(3), 261–282.
go back to reference Witherspoon, D. P., Daniels, L. L., Mason, A. E., & Smith, E. P. (2016). Racial‐ethnic identity in context: examining mediation of neighborhood factors on children’s academic adjustment. American Journal of Community Psychology, 57(1–2), 87–101.PubMedPubMedCentral Witherspoon, D. P., Daniels, L. L., Mason, A. E., & Smith, E. P. (2016). Racial‐ethnic identity in context: examining mediation of neighborhood factors on children’s academic adjustment. American Journal of Community Psychology, 57(1–2), 87–101.PubMedPubMedCentral
go back to reference Witherspoon, D. P., Rivas-Drake, D., & Banerjee, M. (2018). It’s more the exception rather than the rule: African American families’ neighborhoods and youth’s academic performance during middle school. Journal of Black Psychology, 44(6), 562–588. Witherspoon, D. P., Rivas-Drake, D., & Banerjee, M. (2018). It’s more the exception rather than the rule: African American families’ neighborhoods and youth’s academic performance during middle school. Journal of Black Psychology, 44(6), 562–588.
go back to reference Woolley, M. E., & Bowen, G. L. (2007). In the context of risk: supportive adults and the school engagement of middle school students. Family Relations, 56(1), 92–104. Woolley, M. E., & Bowen, G. L. (2007). In the context of risk: supportive adults and the school engagement of middle school students. Family Relations, 56(1), 92–104.
go back to reference Wretman, C. J. (2017). School sports participation and academic achievement in middle and high school. Journal of the Society for Social Work and Research, 8(3), 399–420. Wretman, C. J. (2017). School sports participation and academic achievement in middle and high school. Journal of the Society for Social Work and Research, 8(3), 399–420.
go back to reference Zimbardo, P., & Boyd, J. N. (1999). Putting time in perspective: a valid, reliable individual-differences metric. Journal of Personality and Social Psychology, 23(6), 1271–1288. Zimbardo, P., & Boyd, J. N. (1999). Putting time in perspective: a valid, reliable individual-differences metric. Journal of Personality and Social Psychology, 23(6), 1271–1288.
Metagegevens
Titel
Unpacking Racial/Ethnic Differences in the Associations between Neighborhood Disadvantage and Academic Achievement: Mediation of Future Orientation and Moderation of Parental Support
Auteurs
Yunyu Xiao
Meghan Romanelli
Carolina Vélez-Grau
Michael A. Lindsey
Publicatiedatum
22-09-2020
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 1/2021
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-020-01319-6