Hope in the Social Environment: Factors Affecting Future Aspirations and School Self-Efficacy for Youth in Urban Environments

McCoy, H. Virginia; Bowen, Elizabeth A.

doi:10.1007/s10560-014-0343-7

Cited by 27 publications

(20 citation statements)

References 43 publications

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“…Racial affirmation, belonging and pride was positively associated with academic self-efficacy and contributed significantly to the relation between positive neighborhood characteristics and children’s efficacy beliefs in the academic domain. This finding suggests and is consistent with the extant literature that shows that positive neighborhood relationships (McCoy & Bowen, 2015) and an affirmative social climate (Guillaume, Jagers, & Rivas-Drake, 2015) confer benefits to children. These benefits are not only for the behavioral outcomes (Leventhal & Brooks-Gunn, 2000), but also for the self-system (racial-ethnic and identity and academic efficacy), which has repeatedly been shown to enhance positive youth development (Byrd & Chavous, 2009; Dupéré et al, 2010; Hughes, Witherspoon, Rivas-Drake, & West-Bey, 2009).…”

Section: Discussionsupporting

confidence: 91%

“…Social capital in a disadvantaged neighborhood potentially conveys to children that adults are invested in them and will shepherd the development of their identity and assist them in reaching their goals. As McCoy and Bowen (2015) demonstrated, perceived neighborhood safety increased youth’s hopes for the future, which in turn positively affected school self-efficacy, suggesting that a positive neighborhood environment shapes the way youth making meaning of their neighborhoods and interpret any implicit messages about one’s self, life chances, and social position. Conversely, the lack of social capital in a disadvantaged neighborhood does not significantly erode children’s racial-ethnic identity.…”

Section: Discussionmentioning

confidence: 99%

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Racial‐ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment

Witherspoon

Daniels

Mason³

et al. 2016

American J of Comm Psychol

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Research consistently shows that neighborhood socio-demographic characteristics and residents’ neighborhood perceptions matter for youth well-being, including a positive sense of racial-ethnic identity. Although elementary-school children are likely in the earlier phases of identity formation, the authors examined whether objective and subjective neighborhood characteristics are related to their racial-ethnic identity and, in turn, their academic adjustment. A diverse sample (30.4% AA, 35.2% White, 12.3% Latino, & 22.0% Other) of 227 children in Grades 2 through 5 were surveyed in afterschool programs. Bivariate correlations showed that youth living in disadvantaged neighborhoods reported more barriers due to their race-ethnicity, but these barriers were not related to their sense of academic efficacy. Residing in a disadvantaged neighborhood was unrelated to youth’s academic self-efficacy. However, path analyses showed that positive neighborhood perceptions were associated with a stronger sense of race-ethnicity (i.e., affirmation and belonging), which was in turn related to greater academic efficacy. These results suggest that neighborhood connection provides a source of affirmation and value for young children, helping them to understand who they are as part of a racial-ethnic group and helping to foster a sense of future achievement opportunities. This study provides additional evidence that along with other important proximal contexts (e.g., family, school), young children’s neighborhood context is important for development. Results are discussed to highlight environmental influences on young children’s awareness of race-ethnicity and the implications of the combined impact of neighborhood and racial-ethnic identity on psychosocial adjustment.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Racial‐ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment

Witherspoon

Daniels

Mason³

et al. 2016

American J of Comm Psychol

View full text Add to dashboard Cite

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“…The positive associations between overall hope (and hope‐agency and hope‐pathway) and variables such as self‐esteem (Davis & Stevenson, ), and the negative associations between overall hope and hope‐agency with psychological symptoms or stress have been found by other researchers although insufficient sample sizes prevented comparisons by minority status (Dixson et al, ). Additionally, consistent with other studies(McCoy & Bowen, ), this study found school characteristics were connected to both overall hope, hope‐agency and hope‐pathway, since youth who have better experiences see themselves as able to achieve their goals and confident at devising effective goal‐attaining strategies. Higher family socioeconomic status was positively associated with hope‐pathway.…”

Section: Discussionsupporting

confidence: 89%

“…Overall hope mediates the negative relationship between social support from family or school and variables such as violence (Stoddard, McMorris, & Sieving, ) or substance abuse (Brooks, Marshal, McCauley, Douaihy, & Miller, ). Still, this relationship only was found among adolescents scoring high in hope‐agency, the motivating component of hope that tends to correlate with support from family, school and community (McCoy & Bowen, ).…”

Section: Introductionmentioning

confidence: 99%

The impact of adolescents' racial and ethnic self-identity on hope

Zlotnick

Goldblatt

Birenbaum‐Carmeli

et al. 2019

Health Soc Care Community

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The two components of hope (i.e., hope‐agency defined as the ability to envision and believe in one's ability to achieve goals; hope‐pathway defined as belief in one's ability to devise strategies to achieve one's goals) propel adolescents toward well‐being, academic achievement and personal fulfillment. This study compares levels of hope and its components, for different groups of immigrant and ethnic non‐immigrant youths, while adjusting for and measuring the impact of racism, school and family characteristics, and the youth's unique individual attributes. Using a community‐based participatory research approach and a cross‐sectional study design, data were collected from immigrant and non‐immigrant youth (n = 567) between May 2015 and December 2015 at three Israeli public high schools. The study included five groups of youth based on their self‐descriptions: Ethiopian immigrant (n = 48), Russian immigrant (n = 145), Israeli‐born Mizrachi/Sephardi (n = 59), Israeli‐born Ashkenazi (n = 49), or Israeli‐born Unspecified (n = 266). Linear regression models showed that Ethiopian immigrant youth, compared to Russian immigrant youth and all Israeli‐born groups of youth, had significantly lower hope‐agency, hope‐pathway and overall hope. However, an interaction effect between racism and ethnicity indicated that adolescents who perceived racism and self‐identified as Ethiopian had higher hope‐agency, hope‐pathway and overall hope. This effect was not found with Russian immigrant or Israeli‐born youth. Immigrants of color compared to other immigrants and ethnicities have less overall hope; but those who acknowledge racism feel more control over their future (hope‐agency), able to devise strategies to surmount barriers blocking goals (hope‐pathway), and have greater overall hope.

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“…Realistic goal-setting that leads to specific planned behaviors has been found to be effective in achieving intended goals and outcomes (Bates & Anderson, 2014;Dishman et al, 2006). Having hope for the future may affect a student's desire to expend effort to attain future goals and increase the chances of the student reaching these goals (Levi, Einav, Ziv, Raskind, & Margalit, 2014;McCoy & Bowen, 2015). Further efforts to determine the factors underlying student truancy may be necessary to assure effective interventions.…”

Section: Occupational Therapy Applicationsmentioning

confidence: 99%

Goals and Expectations of Continuation High School Students Transitioning to Postsecondary Education

Shea

Giles

2016

The Open Journal of Occupational Therapy

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Background: Students at a continuation high school (CHS) attended an occupational therapy program to acquire life skills in preparation for their transition from secondary education. Most of the students who participated in the OT program planned to pursue a postsecondary education (PSE), but the CHS students encountered many barriers in negotiating the requirements of PSE. Discernment of these barriers encountered by the CHS students may enable the occupational therapy practitioners to better prepare the students for PSE.

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Hope in the Social Environment: Factors Affecting Future Aspirations and School Self-Efficacy for Youth in Urban Environments

Cited by 27 publications

References 43 publications

Racial‐ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment

Racial‐ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment

The impact of adolescents' racial and ethnic self-identity on hope

Goals and Expectations of Continuation High School Students Transitioning to Postsecondary Education

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