Academic Vulnerability and Resilience during the Transition to High School: The Role of Social Relationships and District Context

Autor/in	Langenkamp, Amy G.
Titel	Academic Vulnerability and Resilience during the Transition to High School: The Role of Social Relationships and District Context
Quelle	In: Sociology of Education, 83 (2010) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040709356563
Schlagwörter	Middle School Students; School Districts; Low Achievement; Teacher Student Relationship; Peer Relationship; Personality Traits; Mathematics Education; Student Placement; High School Freshmen; Context Effect; Outcomes of Education; Educational Environment; Academic Failure; Risk; National Longitudinal Study of Adolescent Health + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School district; Schulbezirk; Unterdurchschnittliche Leistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Mathematische Bildung; Schülerpraktikum; Lernleistung; Schulerfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Risiko
Abstract	The transition to high school is a critical stage in students' academic trajectories and can be especially difficult for middle school students who struggle academically. Starting high school on a low academic track and with low academic performance often leads to dropping out of high school. This study investigates what might protect academically vulnerable students during the transition to high school by exploring the potential effects social relationships and changing context have on academic outcomes in high school. As students move from middle school to high school, their social relationships are transformed. The degree to which social relationships change is in part a function of the way school districts are organized. The results suggest that middle school social relationships are protective against low academic outcomes in the first year of high school, but not for low-achieving middle school students. In addition, a district context characterized by greater reconfiguration of peer social relationships is not associated with math course placement but protects against course failure, especially among low-achieving middle school students. These results suggest implications for the way districts organize students and how contexts of school transitions have the potential to provide resilience. (Contains 4 tables, 2 figures, and 12 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10