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ERIC Number: EJ998562
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0022-2984
Does Geographic Setting Alter the Roles of Academically Supportive Factors? African American Adolescents' Friendships, Math Self-Concept, and Math Performance
Jones, Martin H.; Irvin, Matthew J.; Kibe, Grace W.
Journal of Negro Education, v81 n4 p319-337 Fall 2012
The study is one of few to examine how living in rural, suburban, or urban settings may alter factors supporting African Americans adolescents' math performance. The study examines the relationship of math self-concept and perceptions of friends' academic behaviors to African American students' math performance. Participants (N = 1,049) are African American adolescents from rural, suburban, and urban schools. Findings suggest that having higher academic perceptions of friends related to greater math self-concept, which then related positively to math performance for students in all settings. However, urban students had less gender stratification in both academic perceptions of friends and math self-concept. Findings highlight how academically supportive factors are present for African American adolescents in various levels of urbanization. (Contains 6 tables and 1 figure.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A