Stability and Change in Rural Youths' Educational Outcomes through the Middle and High School Years

Autor/inn/en	Witherspoon, Dawn; Ennett, Susan
Titel	Stability and Change in Rural Youths' Educational Outcomes through the Middle and High School Years
Quelle	In: Journal of Youth and Adolescence, 40 (2011) 9, S.1077-1090 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-010-9614-6
Schlagwörter	High School Students; Middle School Students; Behavior Problems; Extracurricular Activities; Educational Objectives; Outcomes of Education; Academic Achievement; Grade 12; Youth; Rural Areas; Student Adjustment; Affective Behavior; Grades (Scholastic); Student School Relationship; Gender Differences; Racial Differences; African American Students; White Students; Student Attitudes; Developmental Stages + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Außerunterrichtliche Aktivität; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Schulleistung; School year 12; 12. Schuljahr; Schuljahr 12; Jugend; Jugendlicher; Jugendalter; Rural area; Ländlicher Raum; Adjustment; Adaptation; Affective disturbance; Active behaviour; Affektive Störung; Notenspiegel; Schüler-Lehrer-Beziehung; Geschlechterkonflikt; Rassenunterschied; African Americans; Afroamerikaner; Schülerverhalten
Abstract	There is a dearth of literature that examines rural youths' school transition and adaptation over the middle and high school years. Given rural education challenges, this study examines rural youths' developmental trajectories of self-reported grades and affective and behavioral educational outcomes (i.e., school belonging, value of education, school misbehavior, and extracurricular activity participation). The cohort-sequential study consisted of 3,312 African American and White youth (50% female) who were surveyed over three and a half years, including the transition to high school. The results reveal significant changes in the outcomes from sixth to twelfth grade. For example, on average, school misbehavior increased over time while perceived school belonging decreased over time. Gender and race differences emerged; African American youth reported placing higher importance on education and less participation in school activities than White youth. The discussion focuses on the importance of examining rural adolescents' educational pathways during the high school transition. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10