The impact of the transition to high school on the self‐system and perceived social context of poor urban youth

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.

Supportive adult relationships and the academic engagement of Latin American immigrant youth

“…This study's findings therefore suggest that support perceptions are fixed neither in persons nor in time. Although previous researchers have investigated associations between changes in school environments and changes in psychological and academic functioning, they have generally focused on linear patterns attributable to other broader changes such as school transitions and developmental shifts (Eccles, Wigfield, Midgley, & Reuman, 1993;Reddy, Rhodes & Mulhall, 2003;Seidman, Aber, Allen, & French, 1996). The findings from this study highlight the need for dynamic approaches to studying students' adaptation over time.…”

Adolescent Development in Interpersonal Context

“…More vulnerable adolescents, those with fewer sources of social support, and those moving into more impersonal schools may be relatively more susceptible to the adverse consequences of changing schools. Poor inner-city youngsters appear to be especially likely to show transition-related negative decrements in self-esteem, achievement, classroom preparation, perceptions of the school environment, reports of social support, and participation in extracurricular activities (Eccles, 2004;Seidman, Aber, Allen, & French, 1996;Seidman, Allen, Aber, Mitchell, & Feinman, 1994). Interpersonal relationships play a role, as well.…”

Adolescents in Transition: School and Family Characteristics in the Development of Violent Behaviors Entering High School

“…After the high school transition, students tend to have lower GPAs and attendance, and higher levels of negative interactions with peers [5,6]. Seidman et al found that, in comparison to the transition to middle school, students transitioning to high school perceived less support from and less involvement with school [6].…”