School-Business Partnerships, Developmental Assets, and Positive Outcomes among Urban High School Students: A Mixed-Methods Study

Autor/inn/en	Scales, Peter C.; Foster, Karen C; Mannes, Marc; Horst, Megan A; Pinto, Kristina C; Rutherford, Audra
Titel	School-Business Partnerships, Developmental Assets, and Positive Outcomes among Urban High School Students: A Mixed-Methods Study
Quelle	In: Urban Education, 40 (2005) 2, S.144-189 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085904272746
Schlagwörter	Urban Youth; Student Motivation; Low Income Groups; African American Students; High School Students; School Business Relationship; Partnerships in Education; Hispanic American Students; Student Development; Risk; Success + Suchen Sie Ihr Suchwort? Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Schulische Motivation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Hochschulpartnerschaft; Hispanic; Hispanic Americans; Hispanoamerikaner; Risiko; Erfolg
Abstract	This article reports the connections among urban students' school-business partnership experiences, developmental assets or strengths they report in their lives, and positive developmental outcomes. Surveys were completed by 429 9th-to 12th-grade Hispanic and African American students, mostly low income in an inner-city high school, and 76 students, parents, school staff, and business partners participated in observations, interviews, and focus groups. Urban youth with higher level developmental assets reported fewer risk behaviors and more thriving. Students with higher level exposure to school-business partnerships reported higher levels of developmental assets and positive developmental outcomes, including better grades, better school attendance, and more academic motivation. The most impactful partnership experiences emphasized the building of relationships between students and caring adults. These relationships engaged, affirmed, and activated students inner resources for school success. The results suggest that promoting students broad physical, cognitive, emotional, and social well-being can pay academic and other developmental dividends. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10