Using the Comer Model to Educate Immigrant Children

Johns, Susan

doi:10.1080/00094056.2001.10521649

Cited by 11 publications

(13 citation statements)

References 10 publications

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“…This has been reported for students from all race and ethnicity groups (e. g., Rosenfeld, Richman, & Bowen, 2000;Scrimsher & Trudge, 2003;Wentzel, 1999;Woolley & Grogan-Kaylor, 2006). Some studies have shown that supportive teachers are a key relationship with respect to school outcomes for ethnic-and racial-minority students (Antrop- González, 2006;Johns, 2001). For example, in a recent study of 226 Latino youth from an urban middle school, Garcia-Reid et al (2005) reported that teacher support had the highest impact on school engagement in a model including measures of support from parents, friends, and neighborhood adults.…”

Section: Schoolmentioning

confidence: 90%

The Social Context of School Success for Latino Middle School Students

Woolley

Kol

Bowen

2008

The Journal of Early Adolescence

147

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Youth's social relationships at school and at home have been shown to predict a wide variety of school outcomes, such as behavior at school and academic performance. Specifically, relationships with teachers, parents, and peers have all been shown to affect student performance. The current study utilized data collected from 848 Latino middle school students to examine direct and indirect linkages of students' relationships with teachers, parents, and friends with student outcomes. Structural equation models revealed that teacher support was associated with both student behavior and satisfaction with school and was indirectly associated with time spent on homework and grades. Parental support, friend support, friends' school behavior, and parental monitoring of educational issues were directly associated with student reports of teacher support and were indirectly linked to school behavior and satisfaction. Friend behavior at school also showed a significant direct association with student behavior, and parental education monitoring directly predicted student satisfaction with school. Directions for future research and implications for school policy and programming are discussed.

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Section: Schoolmentioning

confidence: 90%

The Social Context of School Success for Latino Middle School Students

Woolley

Kol

Bowen

2008

The Journal of Early Adolescence

147

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“…Research has shown that supportive and caring adults at school are especially important for the success of children from racially or ethnically diverse families (Johns, 2001). For example, when Black parents feel that the school staff care about all children, positive school-family relationships result, which lead to better outcomes for students (Thompson, 2003).…”

Section: Adults In the Schoolmentioning

confidence: 99%

“…Something as simple as allowing-or even encouraging-employees to use flextime, or simply excusing employees for a limited amount of time to attend meetings or activities at school, would provide accumulating returns in the lives of those employees' children. However, parents of at-risk youth tend to be employed in lower paying jobs that offer less flexibility to get away from work to support youth (Johns, 2001). The United States has a federal family leave policy in the event of health or other emergencies within families; the current study supports a policy that would allow parents and guardians to take time off occasionally to observe their child's ball game or award ceremony, attend their child's play or concert, or simply go to school and have lunch with their child.…”

Section: Implications For Practice and Policymentioning

confidence: 99%

In the Context of Risk: Supportive Adults and the School Engagement of Middle School Students*

Woolley¹,

Bowen²

2006

Family Relations

176

136

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Many students in the United States, particularly those from lower income or racially/ethnically diverse families, are exposed to clusters of risk factors that have a negative impact on school success. This study examined the association between the number of supportive and caring adults in the home, school, and neighborhood and the school engagement of students in early adolescence. Results revealed that students who reported such supportive adults in their lives also reported higher levels of psychological and behavioral engagement with their schooling. Additionally, including measures of environmental risk factors in analytical models of the school engagement of middle school students reduced otherwise statistically significant race/ethnicity differences to nonsignificance. Implications for practice and policy are discussed.

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“…Lee and colleagues also found that academic press was most important to the achievement of minority and students with low socioeconomic status. Further, across the school, social environment factors that have been found to impact school outcomes, including such factors as interpersonal relationships and the social climate, have been shown to be more important for minority students (Johns, 2001;Lee et al;Woolley, 2006).…”

Section: School Factorsmentioning

confidence: 97%

The Social Ecology of Race and Ethnicity School Achievement Gaps: Economic, Neighborhood, School, and Family Factors

Grogan‐Kaylor

Woolley

2010

Journal of Human Behavior in the Social Environment

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This study used a nationally representative sample of middle and high school students to examine the degree to which economic, neighborhood, school, and family factors contributed to three points on a proposed school outcome continuum: (1) avoidance of problem behavior, (2) sense of school coherence, and (3) grades. Multilevel models were employed to account for the clustering of students inside schools. Results suggested that though family and neighborhood social factors contribute to variance in school outcomes, family and neighborhood economic factors revealed the largest potential to explain and therefore present leverage points to reduce race and ethnicity achievement gaps.

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Using the Comer Model to Educate Immigrant Children

Cited by 11 publications

References 10 publications

The Social Context of School Success for Latino Middle School Students

The Social Context of School Success for Latino Middle School Students

In the Context of Risk: Supportive Adults and the School Engagement of Middle School Students*

The Social Ecology of Race and Ethnicity School Achievement Gaps: Economic, Neighborhood, School, and Family Factors

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