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ERIC Number: EJ878482
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0022-2984
Risk, Protection, and Achievement Disparities among African American Males: Cross-Generation Theory, Research, and Comprehensive Intervention
Rowley, Larry L.; Bowman, Phillip J.
Journal of Negro Education, v78 n3 p305-320 Sum 2009
In this post-industrial global society, parental and student role strains may exacerbate social-ecological risks and academic difficulties of African American male students. Therefore, school-based interventions must ensure rigorous preparation, promote successful navigation of social-ecological risks, and mobilize cultural-ecological strengths to improve student achievement. To clarify these factors this study reviews literature supportive of a cross-generation role strain and adaptation model and presents exploratory analyses of data from a nationally representative sample. The study utilized the three-generation "National Survey of Black American Families" available from the Institute for Social Research at the University of Michigan. The sample consisted of 331 African American male and female students ages 14-24. Implications for policy and academic interventions to promote successful academic outcomes among African American males are presented. (Contains 1 figure and 3 tables.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A