Does Geographic Setting Alter the Roles of Academically Supportive Factors? African American Adolescents' Friendships, Math Self-Concept, and Math Performance

Autor/inn/en	Jones, Martin H.; Irvin, Matthew J.; Kibe, Grace W.
Titel	Does Geographic Setting Alter the Roles of Academically Supportive Factors? African American Adolescents' Friendships, Math Self-Concept, and Math Performance
Quelle	In: Journal of Negro Education, 81 (2012) 4, S.319-337 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Adolescents; African American Students; Urban Schools; Self Concept; Mathematics Achievement; Geographic Location; Correlation; Friendship; Student Attitudes; Mathematics Skills; Gender Differences; Rural Schools; Suburban Schools; Grade 10; Socioeconomic Status + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Selbstkonzept; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Freundschaft; Schülerverhalten; Mathematics ability; Geschlechterkonflikt; Rural area; Rural areas; Ländlicher Raum; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Socio-economic status; Sozioökonomischer Status
Abstract	The study is one of few to examine how living in rural, suburban, or urban settings may alter factors supporting African Americans adolescents' math performance. The study examines the relationship of math self-concept and perceptions of friends' academic behaviors to African American students' math performance. Participants (N = 1,049) are African American adolescents from rural, suburban, and urban schools. Findings suggest that having higher academic perceptions of friends related to greater math self-concept, which then related positively to math performance for students in all settings. However, urban students had less gender stratification in both academic perceptions of friends and math self-concept. Findings highlight how academically supportive factors are present for African American adolescents in various levels of urbanization. (Contains 6 tables and 1 figure.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10