Peer Group Influences and Ethnic Differences in Academic Achievement

同侪群体的影响和学术成就的种族差异

• 批准号: 8332429
• 负责人: Mylien T Duong
• 金额: $ 5.37万
• 依托单位: UNIVERSITY OF WASHINGTON
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8332429
• 关键词: Academic achievement; Accounting; Achievement; Adolescence; Adolescent; Adult; Advocate; African American; Alcohol or Other Drugs use; American; Area; Asian Americans; Asians; Attention; Attitude; Baby Booms; Behavior; Censuses; Child; Cognitive; Community Services; Crime; Data; Demographic Factors; Development; Disadvantaged; Education; Emotional; Ethnic Origin; Ethnic group; European; Failure; Family; Friends; Gender; Group Processes; Growth; Health; Hispanic Americans; Hispanics; Humulus; Immigrant; Intervention; Investigation; Knowledge; Link; Mediator of activation protein; Mental Depression; Mental Health; Mentors; Outcome; Parenting behavior; Parents; Pathway interactions; Peer Group; Performance; Population; Population Growth; Preparation; Process; Race; Research; Research Personnel; Rewards; Risk; Sampling; Schools; Sex Characteristics; Social Functioning; Social Work; Socialization; Societies; Source; Student Dropouts; Students; Sum; System; Training; Unemployment; Youth; base; cooking; cultural values; ethnic difference; ethnic minority population; high school; peer; programs; psychosocial; skills training; socioeconomics; statistics; success; teacher

DESCRIPTION (provided by applicant): Hispanic and Asian populations are expected to grow by more than 2% every year until 2030 (U.S. Census Bureau, 2008). Children of both racial groups tend come from immigrant families (Portes & Rumbaut, 1990) of disadvantaged socioeconomic backgrounds (Niedzwiecki & Duong, 2004) that share collectivistic values (Hofstede, 1980; Oyserman, Coon, & Kemmelmeier, 2002). One difference is that Hispanic students have been shown to struggle in school while Asian American children perform well academically. In 2008, 18.3% of Hispanic adolescents were high school dropouts, compared to 9.9% of African American, 4.4% of Asian American, and 4.8% of European American students (NCES, 2010). These statistics are alarming given the negative developmental sequelae of academic failure, including delinquency (Dishion, Patterson, Stoolmiller, & Skinner, 1991), substance use (Crosnoe, 2006), depression (Masten et al., 2005), unemployment, and health and mental health problems (Vander Stoep, Weiss, Kuo, Cheney, & Cohen, 2003). School failure is costly to society, as it is linked with increased involvement in crime (Davis, Lewin, & Hops, 1999; Ronis & Borduin, 2007) and need for social services (Lindbeck, 2006; Wright & Campbell, 2005). While demographic factors and family socialization practices contribute to ethnic differences in achievement, they do not entirely explain them (Fuligni & Huynh, 2008; Patterson & Fangzhou, 2010; Sue & Okazaki, 1990). The peer group has more recently been investigated as a potential influence in ethnic differences in achievement because (1) it is an important socializing context in students' achievement (Veronneau, Vitaro, Pedersen, & Tremblay, 2008), (2) ethnic and gender differences in school attitudes emerge as children transition to adolescence (Taylor & Graham, 2007), coinciding with an increase in importance of peer appraisal (Berndt, 1982), (3) there is evidence that whether children's academic performance is rewarded or punished by peers varies by sociocultural context (Nakamoto & Schwartz, 2010) and ethnic/gender group (Duong & Schwartz, in preparation). The proposed research will examine longitudinal relations between social functioning with peers and later academic outcomes and whether these links vary by adolescent's ethnic/gender group, the academic values of their friends, and their sense of whether achievement is part of their ethnic group's identity (called 'embedded achievement,' see Oyserman, Harrison, & Bybee, 2001). In addition, mediators of the association between gender/ethnic group and academic achievement will be examined, including peer group values and embedded achievement. These questions will be answered using 3 years of data from the Academic Success Project (ASP), which includes 1513 Hispanic and Asian students (Grades 6-8). Finally, the proposed research will use knowledge gained from ASP data and a components analysis of existing interventions to inform the development of a comprehensive intervention to increase academic achievement among ethnic minority youth that includes a focus on shifting peer processes.

描述（由申请人提供）：西班牙裔和亚洲人口预计每年将增长2％以上，直到2030年（美国人口普查局，2008年）。两个种族群体的孩子倾向于来自弱势社会经济背景的移民家庭（Portes＆Rumbaut，1990年）（Niedzwiecki＆Duong，2004年），共享集体价值观（Hofstede，1980; Oyserman，Coon，Coon和Kemmelmeier，2002）。一个区别在于，西班牙裔学生在学校的学术上表现良好，而西班牙裔学生在学校挣扎。 2008年，有18.3％的西班牙裔青少年是高中辍学的，而非裔美国人的9.9％，亚裔美国人的4.4％和4.8％的欧美学生（NCES，2010年）。 These statistics are alarming given the negative developmental sequelae of academic failure, including delinquency (Dishion, Patterson, Stoolmiller, & Skinner, 1991), substance use (Crosnoe, 2006), depression (Masten et al., 2005), unemployment, and health and mental health problems (Vander Stoep, Weiss, Kuo, Cheney, & Cohen, 2003).学校的失败对社会而言是昂贵的，因为它与犯罪的参与有关（Davis，Lewin和Hops，1999; Ronis＆Borduin，2007年），并且需要社会服务（Lindbeck，2006; Wright＆Campbell，2005年）。尽管人口因素和家庭社会化实践有助于成就的种族差异，但并不能完全解释它们（Fuligni＆Huynh，2008； Patterson＆Fangzhou，2010； Sue＆Okazaki，1990）。最近对同伴小组的研究是在成就中的种族差异中的潜在影响，因为（1）这是学生成就的重要社交背景（Veronneau，Veronneau，Veronneau，Vitaro，Vitaro，Pedersen和Tremblay，（2008年），（2）族裔和性别差异，随着儿童过渡到适应的pecinties and coinc and coinc and coinc and coinc and coinc（Taylor＆Graham＆Graham＆Graham，2007年），评估（Berndt，1982），（3）有证据表明，同伴对儿童的学习成绩是否受到社会文化背景（Nakamoto＆Schwartz，2010年）和种族/性别组（Duong＆Schwartz的准备）的奖励或惩罚。拟议的研究将研究与同龄人的社会功能与以后的学术成果之间的纵向关系，以及这些联系是否因青少年的族裔/性别群体，朋友的学术价值观以及成就成就是否是其种族群体身份的一部分（称为“嵌入式成就）的感觉（参见Oyserman，Harrison，Harrison，＆Bybee，＆Bybee，2001年））。此外，将检查性别/族裔群体与学术成就之间的关联的调解人，包括同伴群体价值观和嵌入式成就。这些问题将使用学术成功项目（ASP）的3年数据回答，该项目包括1513名西班牙裔和亚洲学生（6 - 8年级）。最后，拟议的研究将利用从ASP数据中获得的知识以及对现有干预措施的组成部分分析，以告知全面干预措施的发展，以提高少数民族青年的学术成就，其中包括关注同行过程。