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ERIC Number: ED400363
Record Type: Non-Journal
Publication Date: 1996
Pages: 4
Abstractor: N/A
Reference Count: N/A
Family as an Agent in the Education Process: A Test of a Theory of Underachievement of African-American Adolescents. CEIC Research Brief, No. 105.
Taylor, Ronald
Objectives of the research project described in this report were to explore the African American adolescents' perceptions of the social forces shaping their lives and well being. The project examined: (1) perceptions and understandings of racial discrimination; (2) their views of the value of schooling and the role of school achievement; (3) their self-perceptions in terms of abilities; (4) the impact of adolescents' ethnic identities on school performance and social adjustment; (5) the influence of peers on adolescents' perceptions of the importance of educational achievement; and (6) adolescents' relationships with their teachers. Parenting styles and parent-child relationships have also been examined. Findings suggest that the more African American students perceive themselves as targets of discrimination, the less they believe that schooling is important, and the more they report symptoms of anxiety and depression. African American adolescents perceive the inequalities that exist in American society, and these perceptions affect their adjustment. Additional research is needed to examine the effects of child-rearing practices common in African American families. Historical and sociological material concerning racism and discrimination in American society should be integrated into instructional material; this could have a positive effect on African American psychological adjustment and school achievement. Additional research with a focus on the African American subculture will help design programs and approaches that can overcome the effects of discrimination and socioeconomic factors. (Contains two figures and four references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on Education in the Inner Cities, Philadelphia, PA.