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Social Risk and Protective Factors for African American Children's Academic Achievement and Adjustment during the Transition to Middle School

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Title: Social Risk and Protective Factors for African American Children's Academic Achievement and Adjustment during the Transition to Middle School
Language: English
Authors: Burchinal, Margaret R., Roberts, Joanne E., Zeisel, Susan A.
Source: Developmental Psychology. Jan 2008 44(1):286-292.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Peer Reviewed: Y
Physical Description: PDF
Page Count: 7
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Grade 5
Grade 6
Middle Schools
Descriptors: African American Children, Racial Discrimination, Academic Achievement, Child Rearing, Grade 6, Language Skills, Grade 4, Grade 5, Risk, Student Adjustment, Middle Schools, Longitudinal Studies, Low Achievement, Mathematics Skills, Behavior Problems, Parenting Styles
ISSN: 0012-1649
Abstract: The transition to middle school is often marked by decreased academic achievement and increased emotional stress, and African American children exposed to social risk may be especially vulnerable during this transition. To identify mediators and protective factors, the authors related severity and timing of risk exposure to academic achievement and adjustment between 4th and 6th grade in 74 African American children. Longitudinal analyses indicated that severity more than timing of risk exposure was negatively related to all outcomes and that language skills mediated the pathway from risk for most outcomes. Transition to middle school was related to lower math scores and to more externalizing problems when children experienced higher levels of social risk. Language skills and parenting served as protective factors, whereas expectations of racial discrimination was a vulnerability factor. Results imply that promoting parenting and, especially, language skills, and decreasing expectations of racial discrimination provide pathways to academic success for African American children during the transition from elementary to middle school, especially those exposed to adversity.
Abstractor: Author
Entry Date: 2008
Access URL: https://content.apa.org/journals/dev/44/1/286
Accession Number: EJ783088
Database: ERIC
FullText Text:
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  Data: Social Risk and Protective Factors for African American Children's Academic Achievement and Adjustment during the Transition to Middle School
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  Data: <searchLink fieldCode="AR" term="%22Burchinal%2C+Margaret+R%2E%22">Burchinal, Margaret R.</searchLink><br /><searchLink fieldCode="AR" term="%22Roberts%2C+Joanne+E%2E%22">Roberts, Joanne E.</searchLink><br /><searchLink fieldCode="AR" term="%22Zeisel%2C+Susan+A%2E%22">Zeisel, Susan A.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Psychology%22"><i>Developmental Psychology</i></searchLink>. Jan 2008 44(1):286-292.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22African+American+Children%22">African American Children</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Discrimination%22">Racial Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Rearing%22">Child Rearing</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Risk%22">Risk</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Parenting+Styles%22">Parenting Styles</searchLink>
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  Data: The transition to middle school is often marked by decreased academic achievement and increased emotional stress, and African American children exposed to social risk may be especially vulnerable during this transition. To identify mediators and protective factors, the authors related severity and timing of risk exposure to academic achievement and adjustment between 4th and 6th grade in 74 African American children. Longitudinal analyses indicated that severity more than timing of risk exposure was negatively related to all outcomes and that language skills mediated the pathway from risk for most outcomes. Transition to middle school was related to lower math scores and to more externalizing problems when children experienced higher levels of social risk. Language skills and parenting served as protective factors, whereas expectations of racial discrimination was a vulnerability factor. Results imply that promoting parenting and, especially, language skills, and decreasing expectations of racial discrimination provide pathways to academic success for African American children during the transition from elementary to middle school, especially those exposed to adversity.
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  Data: EJ783088
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 286
    Subjects:
      – SubjectFull: African American Children
        Type: general
      – SubjectFull: Racial Discrimination
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Child Rearing
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Risk
        Type: general
      – SubjectFull: Student Adjustment
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Low Achievement
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Parenting Styles
        Type: general
    Titles:
      – TitleFull: Social Risk and Protective Factors for African American Children's Academic Achievement and Adjustment during the Transition to Middle School
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            NameFull: Roberts, Joanne E.
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            NameFull: Zeisel, Susan A.
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              Value: 44
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            – TitleFull: Developmental Psychology
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