Using National Data to Understand the Contextual Factors and Negative Experiences That Explain Racial Differences in the School Misbehavior of Ninth Grade Boys and Girls
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| Title: | Using National Data to Understand the Contextual Factors and Negative Experiences That Explain Racial Differences in the School Misbehavior of Ninth Grade Boys and Girls |
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| Language: | English |
| Authors: | C. J. Appleton (ORCID |
| Source: | Journal of Early Adolescence. 2024 44(8):1023-1048. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) National Institutes of Health (NIH) (DHHS) |
| Contract Number: | 1652279 UL1GM118964 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Data Use, Racial Differences, Behavior Problems, Student Behavior, Grade 9, Females, Males, High School Students, Student Attitudes, African American Students, Hispanic American Students, Asian American Students, White Students, Negative Attitudes, Adolescents, Academic Achievement, Public Schools, Private Schools, National Surveys |
| DOI: | 10.1177/02724316231223531 |
| ISSN: | 0272-4316 1552-5449 |
| Abstract: | The literature linking adulthood criminality to cumulative disadvantage and early school misbehavior demonstrates that understanding the mechanisms underlying student behavior and the responses of teachers and administrators is crucial in comprehending racial/ethnic disparities in actual or perceived school misbehavior. We use data on 19,160 ninth graders from the nationally representative High School Longitudinal Study of 2009 to show that boys' and girls' negative achievement and negative experiences with teachers relate more closely to school misbehavior than the contextual measures (e.g., negative peer climate, proportion Black) that have often been emphasized as most salient for misbehavior. Differences in negative achievement and experiences completely explain Black boys', Latinx boys', and Black girls' heightened levels of school misbehavior relative to White youth, and Asian boys' and girls' lower levels of school misbehavior. In contrast, differences in negative achievement and experiences only partially explain Latinx girls' higher levels of school misbehavior relative to White girls. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1438498 |
| Database: | ERIC |
| Abstract: | The literature linking adulthood criminality to cumulative disadvantage and early school misbehavior demonstrates that understanding the mechanisms underlying student behavior and the responses of teachers and administrators is crucial in comprehending racial/ethnic disparities in actual or perceived school misbehavior. We use data on 19,160 ninth graders from the nationally representative High School Longitudinal Study of 2009 to show that boys' and girls' negative achievement and negative experiences with teachers relate more closely to school misbehavior than the contextual measures (e.g., negative peer climate, proportion Black) that have often been emphasized as most salient for misbehavior. Differences in negative achievement and experiences completely explain Black boys', Latinx boys', and Black girls' heightened levels of school misbehavior relative to White youth, and Asian boys' and girls' lower levels of school misbehavior. In contrast, differences in negative achievement and experiences only partially explain Latinx girls' higher levels of school misbehavior relative to White girls. |
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| ISSN: | 0272-4316 1552-5449 |
| DOI: | 10.1177/02724316231223531 |
