Do Gender Differences in Help Avoidance Vary by Ethnicity? An Examination of African American and European American Students during Early Adolescence

Autor/inn/en	Ryan, Allison M.; Shim, S. Serena; Lampkins-uThando, Shawn A.; Kiefer, Sarah M.; Thompson, Geneene N.
Titel	Do Gender Differences in Help Avoidance Vary by Ethnicity? An Examination of African American and European American Students during Early Adolescence
Quelle	In: Developmental Psychology, 45 (2009) 4, S.1152-1163 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0013916
Schlagwörter	African American Students; Ethnicity; White Students; Academic Achievement; Sex Role; Early Adolescents; Cultural Differences; Gender Differences; Teacher Student Relationship; Prediction; Low Achievement; Student Adjustment; Middle School Students + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ethnizität; Schulleistung; Geschlechterrolle; Kultureller Unterschied; Geschlechterkonflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Vorhersage; Unterdurchschnittliche Leistung; Adjustment; Adaptation; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	The present research examined whether the nature of gender differences varies by race for two types of academic engagement in the classroom (help avoidance and voice with the teacher) in a sample of early adolescents (N = 456; 55% female, 60% African American and 40% European American) making the transition to middle school. Growth curve analyses indicated that help avoidance increased over time, voice remained stable, and achievement declined. In line with hypotheses based on cultural variations in the female role, there were no gender differences in help avoidance for African American students, whereas for European American students, girls were lower in help avoidance than were boys. For African American students, there were no gender differences in voice with the teacher, whereas for European American students, girls were higher than were boys. These group differences were present at all 3 waves. For all students, increases in help avoidance negatively predicted changes in achievement, whereas increases in voice positively predicted achievement. Results underscore the importance of examining gender and ethnicity together to understand academic adjustment during early adolescence. (Contains 1 footnote and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10