Stability and Change in Rural Youths' Educational Outcomes Through the Middle and High School Years

Research output: Contribution to journalArticle

29 Citations (Scopus)

Abstract

There is a dearth of literature that examines rural youths' school transition and adaptation over the middle and high school years. Given rural education challenges, this study examines rural youths' developmental trajectories of self-reported grades and affective and behavioral educational outcomes (i. e., school belonging, value of education, school misbehavior, and extracurricular activity participation). The cohort-sequential study consisted of 3,312 African American and White youth (50% female) who were surveyed over three and a half years, including the transition to high school. The results reveal significant changes in the outcomes from sixth to twelfth grade. For example, on average, school misbehavior increased over time while perceived school belonging decreased over time. Gender and race differences emerged; African American youth reported placing higher importance on education and less participation in school activities than White youth. The discussion focuses on the importance of examining rural adolescents' educational pathways during the high school transition.

Original languageEnglish (US)
Pages (from-to)1077-1090
Number of pages14
JournalJournal of youth and adolescence
Volume40
Issue number9
DOIs
StatePublished - Sep 1 2011

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school
school transition
Education
African Americans
participation
school education
education
school grade
adolescent
gender
Cohort Studies
American
time
literature

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Education
  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)

Cite this

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abstract = "There is a dearth of literature that examines rural youths' school transition and adaptation over the middle and high school years. Given rural education challenges, this study examines rural youths' developmental trajectories of self-reported grades and affective and behavioral educational outcomes (i. e., school belonging, value of education, school misbehavior, and extracurricular activity participation). The cohort-sequential study consisted of 3,312 African American and White youth (50{\%} female) who were surveyed over three and a half years, including the transition to high school. The results reveal significant changes in the outcomes from sixth to twelfth grade. For example, on average, school misbehavior increased over time while perceived school belonging decreased over time. Gender and race differences emerged; African American youth reported placing higher importance on education and less participation in school activities than White youth. The discussion focuses on the importance of examining rural adolescents' educational pathways during the high school transition.",
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Stability and Change in Rural Youths' Educational Outcomes Through the Middle and High School Years. / Witherspoon, Dawn Paula; Ennett, Susan.

In: Journal of youth and adolescence, Vol. 40, No. 9, 01.09.2011, p. 1077-1090.

Research output: Contribution to journalArticle

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