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

基本信息

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
项目类别：
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

项目摘要

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）：预计到 2030 年，西班牙裔和亚裔人口每年将增长 2% 以上（美国人口普查局，2008 年）。两个种族群体的孩子往往来自社会经济背景不利的移民家庭（Portes & Rumbaut, 1990）（Niedzwiecki & Duong, 2004），他们共享集体主义价值观（Hofstede, 1980；Oyserman, Coon, & Kemmelmeier, 2002）。一个区别是，西班牙裔学生在学校表现不佳，而亚裔美国孩子的学业表现却很好。 2008 年，18.3% 的西班牙裔青少年高中辍学，而非洲裔美国人的这一比例为 9.9%，亚裔美国人为 4.4%，欧洲裔美国学生为 4.8%（NCES，2010）。鉴于学业失败所带来的负面发展后遗症，这些统计数据令人震惊，包括犯罪（Dishion、Patterson、Stoolmiller 和 Skinner，1991 年）、药物滥用（Crosnoe，2006 年）、抑郁症（Masten 等人，2005 年）、失业和健康和心理健康问题（Vander Stoep、Weiss、Kuo、Cheney 和 Cohen，2003）。学业失败给社会带来高昂的代价，因为它与犯罪的增加有关（Davis, Lewin, & Hops, 1999；Ronis & Borduin, 2007）以及对社会服务的需求（Lindbeck, 2006；Wright & Campbell, 2005）。虽然人口因素和家庭社会化实践导致了成就上的种族差异，但它们并不能完全解释这些差异（Fuligni & Huynh，2008；Patterson & Fangzhou，2010；Sue & Okazaki，1990）。最近，同侪群体被视为对种族成就差异的潜在影响进行了调查，因为 (1) 它是学生成就的重要社交背景 (Veronneau, Vitaro, Pedersen, & Tremblay, 2008)，(2) 种族和性别随着儿童过渡到青春期，学校态度出现差异（Taylor & Graham，2007），同时同伴评价的重要性也在增加（Berndt，1982），（3）有证据表明，儿童的学习成绩是否受到同龄人的奖励或惩罚，会因社会文化背景（Nakamoto＆Schwartz，2010）和种族/性别群体（Duong＆Schwartz，准备中）而有所不同。拟议的研究将考察与同龄人的社会功能和后来的学业成绩之间的纵向关系，以及这些联系是否因青少年的种族/性别群体、朋友的学术价值观以及他们对成就是否是其种族群体身份的一部分的感觉而有所不同（称为“嵌入式成就”，参见 Oyserman、Harrison 和 Bybee，2001）。此外，还将审查性别/族裔群体与学业成绩之间关联的中介因素，包括同侪群体价值观和内在成就。这些问题将使用学术成功项目 (ASP) 的 3 年数据来回答，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 数据中获得的知识和对现有干预措施的成分分析，为制定全面干预措施提供信息，以提高少数民族青年的学业成绩，其中包括关注转变同伴过程。