Planning Ahead: The Relationship among School Support, Parental Involvement, and Future Academic Expectations in African American Adolescents.

摘要: The purpose of this study was to identify the social supports in lives African American adolescents that influence resilient academic outcomes. authors examined 206 students role parental involvement as a buffer relation between low school support and high expectations. Results revealed levels facilitated development Sex socioeconomic status (SES) differences were also examined. High SES positively influenced expectations for females only. For males, These findings suggest has differing effects on outcomes males females. Keywords: adolescents, involvement, secondary education INTRODUCTION Extant Uterature largely focuses negative have come be associated with students. However, despite societal odds pitted against them, many are attaining postsecondary degrees achieving academically. In fact, researchers found Black children learn, succeed, plans furthering their experiencing (SES), minimal teacher expectations, inadequate representation success (Freiberg, 1993; Rutter, 1987; Werner, 1989). Much existing demonstrates how future indicative later educational attainment (SlaughterDefoe & Rubin, 2001). Research is needed uncover possible predictors higher lead include students' perceptions involvement. main purpose: examine perceived adolescents' reports A review determined gender impact amount they perceive (Carter Wojtkiewicz, 2000; Ford Harris, 1996). SpecificaUy, tend report more from parents teachers than backgrounds. Therefore, current seeks understand relationships among support, differ according SES. This premise tested sample high-achieving School Support promoting youth long been described protective factor (Connell et al., 1995; Epstein Dauber, 1991; Tucker 2002). relationship specifically achievement adolescence most likely result sense community or connection environment fostered by maximizes student learning, motivation, engagement (Booker, 2006). students, quality teacher-student belongingness creates especiaUy important. taught White educators, even urban settings, data reveal an everwidening cultural chasm mostly female (Ford did not trust expected less caUed them …