title: The relationship between environment, efficacy beliefs, and academic achievement of low-income African American children in special education.
abstract: African American students are overrepresented in special education. Ecological systems theory, social cognitive theory, and a literature review demonstrate that children's environments, particularly school, and self-efficacy impact the educational outcomes of African American children. Interventions have aimed to improve children's environmental resources and efficacy. The aim of this study was to assess the impact of environment, efficacy beliefs, and the Nurse-Family Partnership intervention on the educational achievements of African American children in special education. A secondary data analysis of 126 African American children in special education found that self-efficacy and the number of hours spent in special education were associated with their academic achievement.
authors.affiliation: Myron B. Thompson School of Social Work, University of Hawaii, Honolulu, HI 96822, USA. kfbean@hawaii.edu
authors.forename: Kristen F
authors.initials: KF
authors.lastname: Bean
authors.forename: Kimberly
authors.initials: K
authors.lastname: Sidora-Arcoleo
mesh_terms: D000293:Adolescent; D044383:Black People; D002648:Child; D004519:Education, Special; D004522:Educational Status; D005260:Female; D006699:Home Care Services; D006801:Humans; D008297:Male; D015999:Multivariate Analysis; D011203:Poverty; D011368:Professional-Family Relations; D020377:Self Efficacy; D012931:Social Environment; D001741:Black or African American