A Phenomenological Variant of Ecological Systems Theory (PVEST): A self-organization perspective in context

Abstract

A framework that emphasizes and integrates individuals' intersubjective experiences with Bronfenbrenner's ecological systems theory (PVEST) is introduced and compared with self-organizational perspectives. Similarities, differences and advantages of each framework are described. In a demonstration of PVEST's utility, a subset of data from the 3rd year of a longitudinal study (14-to 16-year-old middle adolescent African-Americans) is used for examining an achievement variable: negative learning attitude. Explored separately by gender, a regression model that contained risk, stress, and a reactive coping variable for the prediction of negative learning attitudes was investigated. For boys, stress was an independent stressor across steps independent of the other variables entered; social support was particularly important for males. For girls, not only was stress not important but it was also only the social support variable, perceived unpopularity with peers, that was a significant predictor of girls' negative learning attitude. Particularly for boys, the findings suggest critically important roles for teachers and peers in the negative learning attitude of midadolescent economically disadvantaged African-American students. Disciplines Developmental Psychology University of PennsylvaniaAbstract A framework that emphasizes and integrates individuals' intersubjective experiences with Bronfenbrenner's ecological systems theory (PVEST) is introduced and compared with self-organizational perspectives. Similarities, differences and advantages of each framework are described. In a demonstration of PVEST's utility, a subset of data from the 3rd year of a longitudinal study (14-to 16-year-old middle adolescent African-Americans) is used for examining an achievement variable: negative learning attitude. Explored separately by gender, a regression model that contained risk, stress, and a reactive coping variable for the prediction of negative learning attitudes was investigated. For boys, stress was an independent stressor across steps independent of the other variables entered; social support was particularly important for males. For girls, not only was stress not important but it was also only the social support variable, perceived unpopularity with peers, that was a significant predictor of girls' negative learning attitude. Particularly for boys, the findings suggest critically important roles for teachers and peers in the negative learning attitude of midadolescent economically disadvantaged African-American students.Across the life course, experiences in differ-activities). More specifically, it is not merely the experience but one's perception of experient cultural contexts (e.g., home, school, peer group, community) influence how one per-ences in different cultural contexts that influences how one perceives oneself. Perceptual ceives oneself. This statement could simply mean that there is a relationship between life processes are dependent upon social-cognitive processes which aid in explaining the deexperie...

School Racial Climate and the Academic Achievement of African American High School Students: The Mediating Role of School Engagement

“…Several extant theoretical frameworks have highlighted the central role of racerelated experiences in shaping developmental trajectories among ethnic minority youth (e.g., Garcia-Coll et al, 1996;Ogbu, 1978Ogbu, , 1981Spencer et al, 1997). The current investigation draws on Garcia-Coll and colleagues ' integrative model (1996) for the study of ethnic minority child development, which emphasizes the importance of race and race-related experiences in the development of minority children.…”

“…American youth (Graham & Juvonen, 2002;Spencer et al, 1997), as well as that specifically due to race (DuBois et al, 2002;Fisher et al, 2000;.…”

“…Despite the low frequency of these experiences, the overwhelming majority of the sample reported experiencing some racial discrimination within the schooling context in the past year. This suggests that racial discrimination represents a normative developmental risk factor for many adolescents of color (Garcia Coll et al, 1996;Spencer et al, 1997). …”

How Personal Factors Influence Academic Behavior and GPA in African American STEM Students

“…The PVEST was derived from Bonfenbrenner's Ecological Systems Theory and expounded upon by Spencer et al (1997). According to the APA taskforce on resilience, "Resilience in African American Children and Adolescents: A Vision for Optimal Development" (APA, Task Force on Resilience and Strength in Black Children and Adolescents, 2008), the PVEST theory serves as one of the most integrative approaches for assessing academic resilience and identity formation for young African American adults.…”

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