Exploring School Engagement of Middle-Class African American Adolescents

Because of the scarcity of knowledge about middle-class African American adolescents, the present study explored psychological and parental factors in relation to academic performance. The participants were 336 middle-class African American students and their biological mothers. The findings suggest...

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Bibliographic Details
Published in:Youth & society 2004-03, Vol.35 (3), p.323-340
Main Authors: Sirin, Selcuk R., Rogers-Sirin, Lauren
Format: Article
Language:English
Subjects:
Academic Achievement
Adolescents
African American Students
African Americans
Black American people
Disengagement
Expectations
Middle Class
Middle class families
Mothers
Parent Child Relationship
Parental Influence
Parents
School commitment
Self Esteem
Social Class
Teenagers
USA
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Summary:Because of the scarcity of knowledge about middle-class African American adolescents, the present study explored psychological and parental factors in relation to academic performance. The participants were 336 middle-class African American students and their biological mothers. The findings suggest that for African American middle-class adolescents, educational expectations and school engagement have the strongest relation to academic performance. Self-esteem was not related to academic performance. The results also indicate that positive parent-adolescent relationships, not parents’educational values, were related to better academic performance. Implications for school counselors are discussed.
ISSN:0044-118X
1552-8499
DOI:10.1177/0044118X03255006