A multilevel analysis of racial discipline disproportionality: A focus on student perceptions of academic engagement and disciplinary environment

Larson, Kristine E.; Bottiani, Jessika H.; Pas, Elise T.; Kush, Joseph M.; Bradshaw, Catherine P.

doi:10.1016/j.jsp.2019.09.003

Cited by 15 publications

(8 citation statements)

References 66 publications

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“…Given this, there is utility for gaining greater insight on the link between racial discrimination and academic competence through narrative descriptions of these experiences. While both male and female African American students are subjected to stereotyped perceptions and characterization by teachers ( Larson et al, 2019 ), we offer a plausible explanation for males’ academic outcomes. Specifically, studies have shown gender inequities that increase educational vulnerability for African American male students across all stages of their development ( Thomas and Stevenson, 2009 ; Howard, 2013 ; Curry, 2017 ; Seaton and Tyson, 2019 ).…”

Section: Discussionmentioning

confidence: 90%

“…Girls, on the other hand, were often described as sassy, loud, and defiant toward teachers and school personnel ( Cooper et al, 2022 ). These stereotyped perceptions of teachers are thought to be major contributors to not only disparities in school disciplinary practices, but ultimately drivers of widening academic disparities for African American youth, through reduced academic engagement ( Larson et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Implications of built and social environments on the academic success among African American youth: testing Strong African American Families intervention effects on parental academic racial socialization

Murry,

Gonzalez,

Debreaux

et al. 2023

Front. Psychol.

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Studies exploring widening academic disparities have highlighted the role of racialized school settings, which have given way to incidents of discrimination and unfair treatment for students of color, disproportionately affecting African American youth. Research also shows that family-based preventive interventions may avert negative outcomes for this population through the promotion of protective socialization practices. Consequently, the current study tests the efficacy of a culturally tailored preventive family-based program to foster induced changes in academic promotive parenting practices that prepare youth to advance academically by navigating negative race-related experiences in school settings. Data collected over four time periods from the Strong African American Families (SAAF) efficacy trial (Murry and Brody, 2004) with 667 African American families in rural Georgia were used for this study. Structural equation modeling analyses demonstrated that the SAAF program was associated with positive intervention induced changes in parental academic race-related socialization, which in turn, was indirectly associated with reduced school compromising behaviors through the enhancement of racial pride. While discrimination compromised academic success, our findings highlight the protective nature of racial pride in dissuading academic failure and school dropout through the promotion of academic success. This study confirms that a family-based prevention program holds promise to address academic disparities through the enhancement of parenting and youth protective processes that buffer youth from succumbing to racialized social environments such as schools. Implications for research, educational policy, and preventive interventions are discussed.

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Section: Discussionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Implications of built and social environments on the academic success among African American youth: testing Strong African American Families intervention effects on parental academic racial socialization

Murry,

Gonzalez,

Debreaux

et al. 2023

Front. Psychol.

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“…It follows the results of research from Fitria (2019), which states that the safety created in the school environment provides a conducive atmosphere that influences the behaviour of the individuals around it. This refers to the quality and character of school life based on the pattern of experiences of students, parents and school residents regarding school life (Larson et al, 2019). A healthy school climate can shape the character of discipline in students.…”

Section: Discussionmentioning

confidence: 99%

Digital Parenting and School Climate to Improve Discipline Character in Students

Ngulandari,

Oktaviani,

Elmanora

2024

JFS

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Family is not the only factor that can shape the character of a child's discipline. Schools where children get education and experience, can form a disciplinary character because they must comply with applicable regulations. This study aims to determine the effect of digital parenting and school climate on students' disciplinary character. The research method used an associative quantitative approach. The researcher distributed questionnaires using Google Forms. A proportionate stratified random sampling technique was used to select the sample with 251 students in seventh and eighth grades at Public Junior High School in East Jakarta. The results showed a significant simultaneous effect between digital parenting and school climate on students' disciplinary character. Digital parenting and school climate together can explain the character of discipline by 44.1 percent. So that parents need to increase assistance and control to children by implementing digital parenting. To the school it is necessary to maintain a healthy school climate to form and improve the character of discipline in students. Thus, the higher the application of digital parenting and the healthier or more open the school climate, the higher the character of discipline in students.

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“…El learner engagement se ha relacionado con variables contextuales que pueden fomentar como disminuir el grado de motivación hacia la tarea (Rigo & Amaya, 2020;Perkmann et al, 2021), especialmente en el contexto universitario, Learner engagement, motivación académica y estrategias de aprendizaje de estudiantes universitarios incidiendo en componentes afectivos, conductuales y cognitivos (Larson et al, 2019). Relacionado a los componentes motivacionales (interés que demuestran los estudiantes) o compromiso hacia la tarea, se ha evidenciado la relación positiva con las estrategias de aprendizaje (Smith et al, 2020).…”

Section: Motivación Académica Learner Engagement Y Estrategias De Apr...unclassified

Learner engagement, motivación académica y estrategias de aprendizaje de estudiantes universitarios

Gavín-Chocano,

García-Martínez,

Pérez-Navío

et al. 2024

EducXX1

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Establecer y promover estrategias de aprendizaje eficaces en el contexto universitario resulta fundamental para la mejora del rendimiento académico y desarrollo personal. Esta etapa se sustenta en la confluencia de factores estratégicos conductuales, cognitivos y emocionales, que permiten al alumnado ajustarse satisfactoriamente a las demandas del contexto académico y definir sus estrategias. El objetivo de esta investigación es estudiar el efecto mediador del learner engagement entre la motivación y las estrategias de aprendizaje. Se aplicó un modelo reflectivo de ecuaciones estructurales (PLS-SEM) en función del marco teórico propuesto, desde una perspectiva explicativa-predictiva. En este estudio, participan 648 estudiantes universitarios, de los Grados de Educación, 417 son mujeres, (64.3%) y 231 hombres (31.7%), con una edad media de 19.40 años (±3.67). Se utilizaron los instrumentos: Échelle de Motivation en Éducation (EME), Escala Utrecht de Engagement en el Trabajo (UWES) y Escala de Estrategias de Aprendizaje (ACRA). Los resultados mostraron la relación entre variables, siendo los coeficientes de determinación: estrategias de aprendizaje [(Q2 = .295); (R² = .456)]; learner engagement [(Q2 = .314); (R² = .364)], en la estimación del modelo, indicando un ajuste adecuado. Además, se corroboró el efecto potenciador del learner engagement entre la motivación y las estrategias de aprendizaje. La presente investigación ha demostrado que existe relación significativa entre las variables de estudio, constatando la necesidad de implementar formación transversal en estrategias de aprendizaje a partir de factores internos, como learner engagement y motivación, para fortalecer tanto los procesos adaptativos como el rendimiento personal y académico.

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A multilevel analysis of racial discipline disproportionality: A focus on student perceptions of academic engagement and disciplinary environment

Cited by 15 publications

References 66 publications

Implications of built and social environments on the academic success among African American youth: testing Strong African American Families intervention effects on parental academic racial socialization

Implications of built and social environments on the academic success among African American youth: testing Strong African American Families intervention effects on parental academic racial socialization

Digital Parenting and School Climate to Improve Discipline Character in Students

Learner engagement, motivación académica y estrategias de aprendizaje de estudiantes universitarios

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