The impact of the transition to high school on the self‐system and perceived social context of poor urban youth
Bibliographic Data
| ID | 11054142 |
|---|---|
| Authors | Edward Seidman (0000-0002-0474-5670, New York University, corresponding author), J Lawrence Aber (0000-0001-8614-2963, Columbia University), LaRue Allen (New York University), Sabine Elizabeth French (New York University) |
| Year | 1996 |
| Volume | 24 |
| Issue | 4 |
| Pages | 489-515 |
| Publication date | 1996-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Journal of Community Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0091-0562 • E-ISSN: 1573-2770 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1007/bf02506794 |
| PMID | 8969448 |
| OpenAlex | W1993757121 |
| Language | EN |
| Citations received | 42 |
| References cited | 32 |
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
Academic achievement · Context (archaeology) · Developmental psychology · Disengagement theory · Ethnic group · Health psychology · Normative · Peer group · Political science · Public health · Social environment · Sociology · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Medicine · Psychology · Social Psychology · Youth Development and Social Support · Gerontology
Difficult Starts
Friendship Networks of Mobile Adolescents
Academic trajectories of newcomer immigrant youth
Navigating the Transition to Multi‐Ethnic Urban High Schools
Developmental Shifts in Parent and Peer Influences on Boys' Beliefs About Delinquent Behavior
Effects of Benefit‐Focused Versus Standard Expressive Writing on Adolescents' Self‐Concept During the High School Transition
Academic buoyancy
The Transition to High School as a Developmental Process Among Multiethnic Urban Youth
The Transition to High School
Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School
Adolescents in Transition
A Tale of Two Cities
Racial-Ethnic Identity in Mid-Adolescence
School Transitions
A Mixed Methods Pilot Study of an Equity‐Explicit Student‐Teacher Relationship Intervention for the Ninth‐Grade Transition
Involvement in sedentary activities and academic performance in adolescents
Systematic Screenings to Prevent the Development of Learning and Behavior Problems
Assessing the Transitions to Middle and High School
Academic Functioning and Mental Health in Adolescence
Relational Aggression in Middle School
Racial/Ethnic Identity, Congruence with the Social Context, and the Transition to High School
The development of ethnic identity during adolescence
Cultural Relevance at Scale
Fresh Starts
Ethnic Clusters in Public Housing and Independent Living of Elderly Immigrants from the Former Soviet Union
Community context matters
A Longitudinal Examination of the Transition into Senior High School for Adolescents from Urban, Low‐Income Status, and Predominantly Minority Backgrounds
Using discourse analysis and psychological sense of community to understand school transitions
Developing and applying concepts about community
Stability and Change in Rural Youths’ Educational Outcomes Through the Middle and High School Years
Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth
Peer Selection and Socialization in Adolescent Depression
Positive Developmental Changes after Transition to High School
Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention
Academic Motivation and Achievement Among Urban Adolescents
Future Time Perspective, Hope, and Ethnic Identity Among African American Adolescents
Student mobility and school dropout
Who Gets Ahead and Who Falls Behind During the Transition to High School? Academic Performance at the Intersection of Race/Ethnicity and Gender
Possible selves and academic outcomes
Falling Behind
The Transition From Middle School to High School as a Developmental Process Among Latino Youth
Gender Development in African American Youth
The Impact of Cumulative Change in Early Adolescence
High School Dropouts
Adolescence-limited and life-course-persistent antisocial behavior
Motivation reconsidered
Role Strains and Personal Stress
The Ecology of Human Development
School Transitions and Adjustment During Early Adolescence
What Are We Doing to Early Adolescents? The Impact of Educational Contexts on Early Adolescents
Development and validation of adolescent‐perceived microsystem scales
A longitudinal study of school adjustment in urban, minority adolescents
The impact of school transitions
Means—ends problem‐solving skills, life stress, and social support as mediators of adjustment in the normative transition to high school
Social support in high‐risk adolescents
Back to the future, community psychology
Growing up the hard way
Primary prevention during school transitions
The onset of suicidal ideation in childhood and adolescence
Assessment of interpersonal negotiation strategies in youth engaged in problem behaviors
The relation between values and social competence in early adolescence
The future of schooling
Development during adolescence
Self-efficacy mechanism in human agency
Identification of Potentially Stressful Life Events Experienced by a Population of Urban Minority Youth
High School Attrition Among Hispanic and Non-Hispanic White Youths
| Unique citing works | 42 |
|---|---|
| Citations per year | 1,56 |
| Citation span | 1999 - 2026 (28) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 39 |