The impact of the transition to high school on the self-system and perceived social context of poor urban youth |
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Authors: | Edward Seidman J Lawrence Aber LaRue Allen Sabine Elizabeth French |
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Institution: | (1) Adolescent Pathways Project, Center for Community Research and Action, Psychology Department, New York University, Room 277, 6 Washington Place, 10003 New York, New York;(2) Columbia University, Columbia, USA;(3) New York University, New York, USA |
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Abstract: | Examined the effects of the normative school transition to senior high school (n=330) on the self-system and perceived school and peer social contexts of poor, black (n=83), European American (n=115), Latino (n=105), and Asian American (n=27) youth in the public school systems of three Eastern urban cities. The only negative effect of the school transition on
the self-system was a decline in grade point average (GPA). Concurrently, the school transition was perceived to be associated
with changes in the school and peer contexts. Across the transition, students reported increased disengagement from school
(i.e., increased social support and extracurricular involvement) and increased engagement with peers (i.e., decreased daily
hassles and increased involvement). These changes in the school and peer microsystems, like the changes in the self-system,
were also common across race/ethnicity and gender. In addition, transition-associated school changes, and in particular changes
in daily academic demands/hassles and involvement in school activities, were associated with changes in the academic dimensions
of the self-system (i.e., academic efficacy expectations and GPA). Results and implications for preventive intervention are
discussed within a developmental mismatch framework.
This research was supported in part by grants from the National Institute of Mental Health (MH43084) and the Carnegie Corporation
(B4850) awarded to Edward Seidman, J. Lawrence Aber, LaRue Allen, and Christina Mitchell. We express our appreciation to the
children and schools whose cooperation made this study possible. |
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Keywords: | school transition social contexts urban youth |
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