The Transition to High School as a Developmental Process among Multiethnic Urban Youth

Autor/inn/en	Benner, Aprile D.; Graham, Sandra
Titel	The Transition to High School as a Developmental Process among Multiethnic Urban Youth
Quelle	In: Child Development, 80 (2009) 2, S.356-376 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2009.01265.x
Schlagwörter	High Schools; Middle Schools; Racial Differences; African American Students; Hispanic American Students; Racial Composition; Ethnic Groups; Adolescents; Grade 7; Grade 10; Urban Youth; Developmental Stages; Student Diversity; Secondary School Students; Grade 8; Grade 9; Student Attitudes; Attitude Measures; Educational Environment; Psychological Patterns; Academic Achievement; Student Behavior; Grades (Scholastic); Transitional Programs + Suchen Sie Ihr Suchwort? High school; Oberschule; Middle school; Mittelschule; Mittelstufenschule; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Ethnie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 07; 7. Schuljahr; Schuljahr 07; Urban area; Urban areas; Youth; Stadtregion; Stadt; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Student behaviour; Notenspiegel
Abstract	The high school transition was examined in an ethnically diverse, urban sample of 1,979 adolescents, followed from 7th to 10th grade (M[subscript age] = 14.6, SD = 0.37 in 7th grade). Twice annually, data were gathered on adolescents' perceptions of school climate, psychological functioning, and academic behaviors. Piecewise growth modeling results indicate that adolescents were doing well before the transition but experienced transition disruptions in psychological functioning and grades, and many continued to struggle across high school. The immediate experience of the transition appeared to be particularly challenging for African American and Latino students when the numerical representation of their ethnic groups declined significantly from middle to high school. Findings highlight the value of examining the transition in a larger developmental context and the importance of implementing transition support. (As Provided).
Anmerkungen	Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10