ERIC Number: ED437493
Record Type: Non-Journal
Publication Date: 1999-Apr
How Does Peer Support Relate to African-American Adolescents' Academic Outcomes? Testing a Conceptual Model.
Taylor, Erika D.
This study examines two ideas that have emerged from research involving African American adolescents with respect to academic achievement: (1) the notion that African American students do not support their peers' academic endeavors; and (2) the notion that African Americans do poorly in school as a result of alienation in the classroom, and may subsequently disengage from school. The study, the third segment of a larger study, examines the relation of peer support to academic achievement and academic performance in a normative sample of African American adolescents (n=515). Structural equation modeling analyses revealed positive relations among social competence, peer support, school belonging, achievement motivation, and grade point average for African American adolescents. The full model fit the data poorly, which suggests considerable variance for which the present model has not accounted. The limitations and future research directions of this investigation are also discussed. (Contains 2 tables, 2 figures, and 50 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: John D. and Catherine T. MacArthur Foundation, Chicago, IL.
Authoring Institution: N/A