Academic Achievement of African American Boys: A City-Wide, Community-Based Investigation of Risk and Resilience

Autor/inn/en	Fantuzzo, John; LeBoeuf, Whitney; Rouse, Heather; Chen, Chin-Chih
Titel	Academic Achievement of African American Boys: A City-Wide, Community-Based Investigation of Risk and Resilience
Quelle	In: Journal of School Psychology, 50 (2012) 5, S.559-579 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2012.04.004
Schlagwörter	Mathematics Achievement; Achievement Gap; Low Achievement; Risk; African American Students; Males; Regression (Statistics); Public Policy; At Risk Students; Urban Schools; School Districts; Learner Engagement; Reading Achievement; Family Characteristics; Socioeconomic Influences; Predictor Variables; Whites; Educational Policy; Resilience (Psychology) + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Risiko; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Regression; Regressionsanalyse; Öffentliche Ordnung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Leseleistung; Sozioökonomischer Faktor; Prädiktor; White; Weißer; Politics of education; Bildungspolitik
Abstract	In light of persistent Black-White achievement gaps for boys, this study examined publicly monitored risks believed to be associated with being behind academically for an entire subpopulation of African American boys in a large urban public school district. Also examined were indicators of academic engagement hypothesized to mediate the relations between risks and low achievement. Findings indicated that the Black-White achievement gap for boys was matched by a comparable difference in risk experiences. Multilevel linear regression models controlling for poverty found that both the type and accumulation of risk experiences explained a significant amount of variation in reading and mathematics achievement for the subpopulation of African American boys. Socio-familial risks were related to the poorest academic outcomes. Academic engagement indicators significantly mediated relations between risks and achievement. Implications of this research for collective school and community actions to make race, gender, and place matter in educational public policy were discussed. (Contains 7 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10