ERIC Number: EJ858943
Record Type: Journal
Publication Date: 2009-Nov
Abstractor: As Provided
Reference Count: 0
Following Different Pathways: Social Integration, Achievement, and the Transition to High School
Langenkamp, Amy G.
American Journal of Education, v116 n1 p69-98 Nov 2009
This study expands research on an academic and social turning point for adolescents, the transition to high school, by analyzing how students' level of social integration into school can affect high school academic performance. Using nationally representative data, three different pathways emerged as students transition to high school, characterized by varying amounts of disruption and opportunity for new social relationships upon entering high school. Findings suggest that elements of middle school social integration, including teacher bonding, popularity, and extracurricular participation, affect academic achievement when students enter high school. However, the association between integration into school and academic performance appears to be contingent upon the pathway students follow.
Descriptors: High Schools, Social Integration, Academic Achievement, Correlation, Middle School Students, High School Students, Interpersonal Relationship, Social Adjustment, Student Adjustment, Student Characteristics, Social Influences, Educational Environment
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: firstname.lastname@example.org; Web site: http://www.journals.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Middle Schools; Secondary Education
Authoring Institution: N/A