Educational risk and resilience in African-American youth: context, self, action, and outcomes in school.
This study examined the empirical validity of a model of human motivation as it applies to school success and failure in 3 independent samples of 10- to 16-year-old African-American youth. Specifically, we assessed how indicators of context, self, and action relate to measures of risk and resilient outcomes in school in 3 different samples, using 3 different measurement strategies. Correlational and path analyses on the 3 data sets supported the empirical validity of the model. African-American youth's experience of their parents' school involvement predicted a composite of self-system processes, which in turn predicted the subjects' reports of their engagement in school. Engagement then predicted school performance and adjustment. The data supported a reciprocal path from action to context, suggesting that youth who show more disaffected patterns of behavior and emotion in school experience less support from their families than those reporting more engaged patterns of action. Implications for program and policy decisions are discussed.
Public/Private Ventures, Philadelphia, PA 19106.
J P
JP
Connell
M B
MB
Spencer
J L
JL
Aber
D001741:Black or African American / Q000523:psychology*; D002648:Child; D002675:Child, Preschool; D004522:Educational Status; D005191:Family Characteristics; D005260:Female; D006801:Humans; D007389:Internal-External Control; D008137:Longitudinal Studies; D008297:Male; D010553:Personality Development; D011203:Poverty / Q000523:psychology*; D012307:Risk Factors; D012649:Self Concept; D012931:Social Environment; D012951:Socialization; D014505:Urban Population