Childhood Predictors of an At-Risk Transition into Early Adulthood Among African American and Caucasian Males

Abstract

Early adulthood represents a period of transition that is marked by change and exploration. For some, this transition is uncomplicated, yet for others, it is problematic. While many studies have explored factors that predict adjustment in childhood and adolescence, substantially less is known about childhood factors that predict adjustment during the transition into adulthood. Furthermore, it remains unclear whether childhood factors that predict adult adjustment differ between African American and Caucasian males. Accordingly, the current study examined childhood predictors of early adult (age 19-20) adjustment in a community sample of 397 African American and Caucasian males. Findings indicated that African American and Caucasian males who experienced high levels of peer delinquency, depressive symptoms, and conflicted parent-child communication in childhood were more likely to experience adjustment issues in early adulthood. For African American males, low academic achievement was important for predicting adult adjustment, while low organization involvement uniquely predicted adult adjustment for Caucasian males.

Teachers’ perceptions of their school principal's leadership style and improvement in their students’ performance in specialized schools for students with conduct disorders

“…In an educational setting, conduct disorders are associated with regular absence, disciplinary problems, violence, abuse and exploitation of others, as well as school dropout (Breyer et al, 2014). Additionally, there is a strong negative relationship between students with conduct disorders and their academic performance (Barriga et al, 2002;Kremer et al, 2016;Wynn et al, 2011).…”

“…According to the research literature, a strong positive relationship exists between conduct disorders and academic underachievement (Barriga et al, 2002;Kremer et al, 2016;Wynn et al, 2011). Academic problems are generally believed to be associated with attention deficits, a negative teacher-student relationship, a regular absence from school, and an overall lack of commitment to rules and conventions.…”