An Examination of the Context-Linked Influences on the Achievement Outcomes of African American Male High School Seniors

Autor/inn/en	Clayton, M. Annette; Teasley, Martell L.
Titel	An Examination of the Context-Linked Influences on the Achievement Outcomes of African American Male High School Seniors
Quelle	In: Children & Schools, 44 (2022) 2, S.79-88 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdac001
Schlagwörter	Context Effect; Academic Achievement; Outcomes of Education; African American Students; Males; High School Students; At Risk Students; Teacher Student Relationship; Predictor Variables; Grade Point Average; Intervention; Social Environment + Suchen Sie Ihr Suchwort? Schulleistung; Lernleistung; Schulerfolg; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; High school; High schools; Oberschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor; Soziales Umfeld
Abstract	Although students must successfully navigate transition years in school in pursuit of sustained academic success, not enough is known about the context-linked experiences of African American male adolescents as they seek to traverse their senior year, one of the most important pivotal points in time for all students. This study examined the relationship between perceptions of support from significant others, exposure to contextual risks, and two achievement outcomes in a representative sample of 139 African American male high school seniors. At this critical juncture in their education career, teacher support was predictive of higher grade point average (GPA), and a specific type of family support was associated with lower GPA. Qualitative analysis revealed similarities and differences in types of support reported to have had an impact on the participants' success in school. Results from the study confirm one hypothesis that exposure to contextual risks predicts poorer achievement outcomes. Findings affirm the need for tailored interventions that target and strengthen the systems of support within the social environment of academically at-risk African American male students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11