Variables Contributing to Grade Retention Among African American Adolescent Males

Opposite social gradient for alcohol use and misuse among French adolescents

“…Previous literature has underlined the consequences of alcohol misuse during youth, including acute effects like early, unprotected sexual intercourse (Brown & Vanable, 2007;Sivaram et al, 2008), violence and antisocial behaviour (Rodney, Rodney, Crafter, & Mupier, 1999), car driving under the influence of alcohol and fatal crashes (Eenso, Paaver, Harro, & Harro, 2005;Laumon, Gadegbeku, Martin, & Biecheler, 2005), school problems such as poor academic achievement (Aertgeerts & Buntinx, 2002), grade retention (Rodney et al, 1999), school dropout (Chatterji & DeSimone, 2005) and late graduation (Renna, 2007). Previous studies also underlined long term consequences of intense alcohol use in adolescence such as strong negative developmental outcomes (Masten, Faden, Zucker, & Spear, 2008), later problematic alcohol use (Poikolainen, Tuulio-Henriksson, Aalto-Setala, Marttunen, & Lonnqvist, 2001) and which are related to later higher unemployment risks (Ellickson, Tucker, & Klein, 2003).…”

Wellness and College Type in African American Male College Students: An Examination of Differences

“…Blake and Darling (2000) suggested that African American men learn during their early teens that emotional awareness and control is an important survival tool. Adksion-Bradley, Johnson, Sanders, Duncan, and Holcomb-McCoy (2005) reported that young African American men develop their sense of spirituality through initiatives within the Black church, and Rodney et al (1999) stated that humor is a critical part of development for this population during adolescence. Further analysis of these variables among different age groups may provide more evidence of the relevance of these variables for this population.…”

“…I believed that students who attend HBCUs would have significantly higher levels of Total Wellness, Friendship, and Love than would students who attend PWIs. These variables represent components of social adjustment necessary for the well-being of African American men attending HBCUs (Rodney et al, 1999).…”

“…Several researchers have asserted that HBCUs promote academic environments conducive to learning for African American men (Ancis, Sedlacek, & Mohr, 2000;Chism & Satcher, 1998;Rodney, Crafter, Rodney, & Mupier, 1999). Many HBCUs operate from the perspective that opportunities for relationship development and social adjustment, provision of a nurturing institutional environment, and an emphasis on cultural identity formation all are critical for the African American male student's ability to survive in the higher education setting (Berger & Milem, 2000;Hoffman, Snyder, & Sonnenberg, 1996).…”

“…Among the challenges African American male college students sometimes face at PWIs are exclusion from social activities, unwelcoming residence hall environments, less friendly peers, and racial problems undetected by their Caucasian counterparts (Johnson-Durgans, 1994;Rodney et al, 1999). Additionally, African American students attending PWIs often perceive faculty members, academic supports, and developmental services as uninviting and inaccessible (Stage & Hamrick, 1994).…”