Social risk and protective factors for African American children's academic achievement and adjustment during the transition to middle school
| Autor: | Susan A. Zeisel, Stephanie J. Rowley, Margaret Burchinal, Joanne E. Roberts |
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| Rok vydání: | 2008 |
| Předmět: |
Male
media_common.quotation_subject education Child Behavior Academic achievement Language Development Racism Developmental psychology Child Development Risk Factors Surveys and Questionnaires Adaptation Psychological Developmental and Educational Psychology Parenting styles Humans Parent-Child Relations Child Life-span and Life-course Studies Probability Demography media_common Parenting Child rearing Transition (fiction) Age Factors Infant Race Relations Child development Black or African American Language development Child Preschool Educational Status Female Psychology Prejudice Social Adjustment Child Language Stress Psychological Follow-Up Studies |
| Zdroj: | Developmental Psychology. 44:286-292 |
| ISSN: | 1939-0599 0012-1649 |
| DOI: | 10.1037/0012-1649.44.1.286 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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