Friends, family, and neighborhood: Understanding academic outcomes of African American youth

Trina R. Williams, Larry E. Davis, Julie Miller Cribbs, Jeanne Saunders, James Williams

Research output: Contribution to journalArticle

43 Citations (Scopus)

Abstract

This study examines the relationship between academic performance and a number of contextual factors for African American freshmen in an urban setting. Living arrangements, relatives and friends' religiosity, exposure to academic success, and neighborhood perceptions were analyzed to investigate their impact on intention to complete school, grade point average (GPA), and number of suspensions. Results indicate that gender, church attendance by peers, and percentage of relatives completing high school were significant in predicting positive academic outcomes. Perception of neighborhood deterioration was inversely related to intention for school completion and GPA. School suspensions were positively related to perception of neighborhood deterioration. Implications for interventions are discussed.

Original languageEnglish (US)
Pages (from-to)408-431
Number of pages24
JournalUrban Education
Volume37
Issue number3
DOIs
StatePublished - Jan 1 2002
Externally publishedYes

Fingerprint

African American
school
church attendance
academic success
academic performance
life situation
school grade
gender
performance
American
family
youth

ASJC Scopus subject areas

  • Education
  • Urban Studies

Cite this

Friends, family, and neighborhood : Understanding academic outcomes of African American youth. / Williams, Trina R.; Davis, Larry E.; Cribbs, Julie Miller; Saunders, Jeanne; Williams, James.

In: Urban Education, Vol. 37, No. 3, 01.01.2002, p. 408-431.

Research output: Contribution to journalArticle

Williams, Trina R. ; Davis, Larry E. ; Cribbs, Julie Miller ; Saunders, Jeanne ; Williams, James. / Friends, family, and neighborhood : Understanding academic outcomes of African American youth. In: Urban Education. 2002 ; Vol. 37, No. 3. pp. 408-431.
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