Student Perceptions of School and Family Socialization: Predictors of Adjustment in the Transition to an Early-College Secondary School

Autor/in	Sami, Nilofar
Titel	Student Perceptions of School and Family Socialization: Predictors of Adjustment in the Transition to an Early-College Secondary School
Quelle	(2010), (40 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Berkeley
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-5461-7
Schlagwörter	Hochschulschrift; Dissertation; Learner Engagement; Minority Groups; Socialization; Educational Environment; Student Attitudes; Middle School Students; Risk; Student Adjustment; Case Studies; Poverty; African Americans; Hispanic Americans; Low Income; Personal Autonomy; Academic Aspiration; Academic Achievement; Racial Bias; Family Environment; Prediction; Student School Relationship; Mathematics Achievement; Achievement Gains; Outcomes of Education; Higher Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ethnische Minderheit; Socialisation; Sozialisation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Risiko; Adjustment; Studentin; Adaptation; Case study; Fallstudie; Case Study; Armut; Afroamerikaner; Hispanic; Hispanoamerikaner; Niedriglohn; Individuelle Autonomie; Schulleistung; Racial discrimination; Rassismus; Familienmilieu; Vorhersage; Schüler-Lehrer-Beziehung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The transition to middle school places many adolescents at risk for negative adjustment, especially poor and underserved ethnic minority students. In this cross-sectional study, I explored the role of student-perceived mismatch in the transition to a school with an early-college model, using a sample of predominantly African American and Latino students from low-income backgrounds (N = 154). Mismatch in developmental (connection and autonomy), academic (expectations and involvement), and racial-ethnic (in-group connectedness, embedded achievement, and awareness of racism) socialization across both the "school" and "home" environments was examined. Predictive relationships between perceived mismatch and both engagement and achievement were tested. In addition, comparisons were made between the role of perceived mismatch versus perceived real environment in the prediction of student outcomes. Across all three domains of socialization, students perceived significantly greater mismatch between their real and ideal environments at school than at home. Student-perceived mismatch and engagement did not significantly vary by student or school demographic characteristics, but student achievement was higher for those students beyond the transition year. Only student-perceived mismatch at home significantly predicted students' engagement and beyond this, perceptions of higher connection to and autonomy from teachers as well as lower academic involvement significantly predicted greater student engagement. For students beyond the transition year, achievement gains were greater and linked to perceptions of more home-school match, but here, perception of real school environment did not significantly predict math achievement gains. Implications for underprepared students' adjustment during the transition to a secondary school with an early-college model are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10