Adolescent Profiles of Marginalization and Connection at School: Relations With Academics and Mental Health.
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| Title: | Adolescent Profiles of Marginalization and Connection at School: Relations With Academics and Mental Health. |
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| Authors: | Polk, Whitney (AUTHOR), Hill, Nancy E. (AUTHOR), Price, Maggi (AUTHOR), Liang, Belle (AUTHOR), Perella, John (AUTHOR), Savitz‐Romer, Mandy (AUTHOR) |
| Source: | Journal of Research on Adolescence (Wiley-Blackwell). Jan2020 Supplement S1, Vol. 30, p209-225. 17p. |
| Subjects: | Mental health, Asian Americans, African Americans, Association of ideas, Hispanic Americans, Schools |
| Abstract: | School context serves as a testing ground for exploring social relationships and satisfying needs for connection and affirmation, but often includes feelings of rejection. With a diverse high school sample (n = 645; 55% female; 61% White, 18% African American, 10% Latino, 10% Asian American, 1% Multiracial), patterns of experiences with marginalization and connection were identified and their associations with achievement and mental health examined. Using two‐step cluster analysis, three clusters were identified: above the fray, exposed and protected, and targeted and unsupported. Ethnic/racial background was not related to cluster membership. Except for gender and well‐being, associations between cluster membership and outcomes were similar across demographic background. The above the fray and the exposed and protected clusters were associated with better outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research on Adolescence (Wiley-Blackwell) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | School context serves as a testing ground for exploring social relationships and satisfying needs for connection and affirmation, but often includes feelings of rejection. With a diverse high school sample (n = 645; 55% female; 61% White, 18% African American, 10% Latino, 10% Asian American, 1% Multiracial), patterns of experiences with marginalization and connection were identified and their associations with achievement and mental health examined. Using two‐step cluster analysis, three clusters were identified: above the fray, exposed and protected, and targeted and unsupported. Ethnic/racial background was not related to cluster membership. Except for gender and well‐being, associations between cluster membership and outcomes were similar across demographic background. The above the fray and the exposed and protected clusters were associated with better outcomes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10508392 |
| DOI: | 10.1111/jora.12460 |
