Social Risk and Protective Factors for African American Children's Academic Achievement and Adjustment during the Transition to Middle School

Autor/inn/en	Burchinal, Margaret R.; Roberts, Joanne E.; Zeisel, Susan A.; Rowley, Stephanie J.
Titel	Social Risk and Protective Factors for African American Children's Academic Achievement and Adjustment during the Transition to Middle School
Quelle	In: Developmental Psychology, 44 (2008) 1, S.286-292 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	African American Children; Racial Discrimination; Academic Achievement; Child Rearing; Grade 6; Language Skills; Grade 4; Grade 5; Risk; Student Adjustment; Middle Schools; Longitudinal Studies; Low Achievement; Mathematics Skills; Behavior Problems; Parenting Styles + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Racial bias; Rassismus; Schulleistung; Kindererziehung; School year 06; 6. Schuljahr; Schuljahr 06; Language skill; Sprachkompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Risiko; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Middle school; Mittelschule; Mittelstufenschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unterdurchschnittliche Leistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	The transition to middle school is often marked by decreased academic achievement and increased emotional stress, and African American children exposed to social risk may be especially vulnerable during this transition. To identify mediators and protective factors, the authors related severity and timing of risk exposure to academic achievement and adjustment between 4th and 6th grade in 74 African American children. Longitudinal analyses indicated that severity more than timing of risk exposure was negatively related to all outcomes and that language skills mediated the pathway from risk for most outcomes. Transition to middle school was related to lower math scores and to more externalizing problems when children experienced higher levels of social risk. Language skills and parenting served as protective factors, whereas expectations of racial discrimination was a vulnerability factor. Results imply that promoting parenting and, especially, language skills, and decreasing expectations of racial discrimination provide pathways to academic success for African American children during the transition from elementary to middle school, especially those exposed to adversity. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10