School and peer influences on the academic outcomes of African American adolescents

Sheretta T. Butler-Barnes; Lorena Estrada-Martinez; Rosa J. Colin; Brittni D. Jones

doi:10.1016/j.adolescence.2015.07.007

School and peer influences on the academic outcomes of African American adolescents

Sheretta T. Butler-Barnes
, Lorena Estrada-Martinez
, Rosa J. Colin
, Brittni D. Jones

Urban Planning & Community Development

Washington University St. Louis

Research output: Contribution to journal › Article › peer-review

Abstract

Little scholarship explores how adolescents' beliefs about school and peers influence the academic outcomes of African American boys and girls. The sample included 612 African American boys (N = 307, M_age = 16.84) and girls (N = 305, M_age = 16.79). Latent class analysis (LCA) revealed unique patterns for African American boys and girls. Findings indicate that for African American boys, school attachment was protective, despite having peers who endorsed negative achievement values. Furthermore, socio-economic (SES) status was associated with higher grade point averages (GPA) for African American girls. Overall, these findings underscore the unique role of school, peer, and gendered experiences in lives of African American adolescents.

Original language	English
Pages (from-to)	168-181
Number of pages	14
Journal	Journal of Adolescence
Volume	44
DOIs	https://doi.org/10.1016/j.adolescence.2015.07.007
State	Published - Oct 2015

ASJC Scopus Subject Areas

Pediatrics, Perinatology, and Child Health
Social Psychology
Developmental and Educational Psychology
Psychiatry and Mental health

Keywords

Academic achievement
Adolescence
African American adolescents
Peers
School attachment

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10.1016/j.adolescence.2015.07.007

Cite this

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title = "School and peer influences on the academic outcomes of African American adolescents",

abstract = "Little scholarship explores how adolescents' beliefs about school and peers influence the academic outcomes of African American boys and girls. The sample included 612 African American boys (N = 307, Mage = 16.84) and girls (N = 305, Mage = 16.79). Latent class analysis (LCA) revealed unique patterns for African American boys and girls. Findings indicate that for African American boys, school attachment was protective, despite having peers who endorsed negative achievement values. Furthermore, socio-economic (SES) status was associated with higher grade point averages (GPA) for African American girls. Overall, these findings underscore the unique role of school, peer, and gendered experiences in lives of African American adolescents.",

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AU - Estrada-Martinez, Lorena

AU - Colin, Rosa J.

AU - Jones, Brittni D.

PY - 2015/10

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AB - Little scholarship explores how adolescents' beliefs about school and peers influence the academic outcomes of African American boys and girls. The sample included 612 African American boys (N = 307, Mage = 16.84) and girls (N = 305, Mage = 16.79). Latent class analysis (LCA) revealed unique patterns for African American boys and girls. Findings indicate that for African American boys, school attachment was protective, despite having peers who endorsed negative achievement values. Furthermore, socio-economic (SES) status was associated with higher grade point averages (GPA) for African American girls. Overall, these findings underscore the unique role of school, peer, and gendered experiences in lives of African American adolescents.

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KW - Adolescence

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KW - Peers

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School and peer influences on the academic outcomes of African American adolescents

Abstract

ASJC Scopus Subject Areas

Keywords

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