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 language | English (US) |
|---|---|
| Pages (from-to) | 408-431 |
| Number of pages | 24 |
| Journal | Urban Education |
| Volume | 37 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jan 1 2002 |
| Externally published | Yes |
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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 journal › Article
}
TY - JOUR
T1 - Friends, family, and neighborhood
T2 - Understanding academic outcomes of African American youth
AU - Williams, Trina R.
AU - Davis, Larry E.
AU - Cribbs, Julie Miller
AU - Saunders, Jeanne
AU - Williams, James
PY - 2002/1/1
Y1 - 2002/1/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=0036335864&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0036335864&partnerID=8YFLogxK
U2 - 10.1177/00485902037003006
DO - 10.1177/00485902037003006
M3 - Article
AN - SCOPUS:0036335864
VL - 37
SP - 408
EP - 431
JO - Urban Education
JF - Urban Education
SN - 0042-0859
IS - 3
ER -