School and peer influences on the academic outcomes of African American adolescents

J Adolesc. 2015 Oct:44:168-81. doi: 10.1016/j.adolescence.2015.07.007. Epub 2015 Aug 12.

Abstract

Little scholarship explores how adolescents' beliefs about school and peers influence the academic outcomes of African American boys and girls. The sample included 612 African American boys (N = 307, Mage = 16.84) and girls (N = 305, Mage = 16.79). Latent class analysis (LCA) revealed unique patterns for African American boys and girls. Findings indicate that for African American boys, school attachment was protective, despite having peers who endorsed negative achievement values. Furthermore, socio-economic (SES) status was associated with higher grade point averages (GPA) for African American girls. Overall, these findings underscore the unique role of school, peer, and gendered experiences in lives of African American adolescents.

Keywords: Academic achievement; Adolescence; African American adolescents; Peers; School attachment.

Publication types

  • Research Support, N.I.H., Extramural

MeSH terms

  • Adolescent
  • Black or African American / psychology*
  • Black or African American / statistics & numerical data
  • Educational Status*
  • Female
  • Humans
  • Income / statistics & numerical data
  • Male
  • Motivation
  • Peer Group*
  • Psychology, Adolescent
  • Schools*
  • Sex Factors