Complexities in Adjustment Patterns among the “Best and the Brightest”: Risk and Resilience in the Context of High Achieving Schools

Ebbert, Ashley M.; Kumar, Nina L.; Luthar, Suniya S.

doi:10.1080/15427609.2018.1541376

Cited by 25 publications

(27 citation statements)

References 50 publications

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“…Another explanation is that the many challenges of midlife permeate all levels of education. Recent decades have seen a rise in parenting pressures in the form of investment in children's success and greater involvement in school and extracurricular activities, which can negatively impact both kids and parents across mental health and substance use (Ebbert et al, 2019). Adult children of those in midlife have increasing difficulty in finding long-term job stability because of fewer job prospects, which can create a financial burden and weigh on the mental health of middle-aged parents to others is predictive of health, well-being and economic outcomes.…”

Section: Historical Change In Midlife Mental and Physical Health: Varmentioning

confidence: 99%

Historical Change in Midlife Health, Well-Being, and Despair: Cross-Cultural and Socioeconomic Comparisons

Infurna¹,

Staben²,

Me³

et al. 2021

Preprint

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Recent empirical evidence has documented that US middle-aged adults today are reporting lower mental and physical health than same-aged peers several decades ago. Individuals who attained fewer years of education have been most vulnerable to these historical changes. One overarching question is whether this phenomenon is confined to the US or whether it is transpiring across other high-income and upper-middle-income nations. To examine this question, we use nationally representative longitudinal panel data from five nations across different continents and cultural backgrounds (US, Australia, Germany, South Korea, and Mexico). Results revealed historical improvements in physical health for people in their 40s and early 50s across all five nations. Conversely, the direction of historical change in mental health vastly differed across nations. Later-born cohorts of US middle-aged adults exhibit worsening mental health and cognition. Australian middle-aged adults also experienced worsening mental health with historical time. In contrast, historical improvements for mental health were observed in Germany, South Korea, and Mexico. For US middle-aged adults, the protective effect of education diminished in later-born cohorts. Consistent across the other nations, individuals with fewer years of education were most vulnerable to historical declines or benefitted the least fromhistorical improvements. We discuss potential reasons underlying similarities and differences between the US and other nations in these historical trends and consider the role of education.

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Section: Historical Change In Midlife Mental and Physical Health: Varmentioning

confidence: 99%

Historical Change in Midlife Health, Well-Being, and Despair: Cross-Cultural and Socioeconomic Comparisons

Infurna¹,

Staben²,

Me³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Russell and Fish (2019) focus their discussion on sexual minority youth. Ebbert, Kumar, and Luthar (2019) focus on resilience and risk for youth in high-achieving schools. Rious, Cunningham, and Spencer (2019) push readers to question the notion of hostility in African American parenting styles.…”

Section: Introduction To Myths and Realities Associated With Researchmentioning

confidence: 99%

“…Picking up on the theme of naming vulnerability, Ebbert et al (2019) advance a central premise that children and adolescents who attend high-achieving schools (HAS) that predominately comprise upper-middle-class families are at risk of for mental health challenges. The myth is that HAS students are faring well.…”

Section: Introduction To Myths and Realities Associated With Researchmentioning

confidence: 99%

“…The reality is that HAS students are just as vulnerable as other populations, and their experiences need to be represented more in the resilience and vulnerability literatures. Ebbert et al (2019) highlight the point that delinquency is too often associated with a challenge for youth in low-income communities when, in fact, HAS students present with similar levels of delinquency. "Compared to their economicallydisadvantaged counterparts, HAS students were higher in reported use of cigarettes, alcohol, marijuana, and hard drugs, with the lowest levels of abstinence reported among high-SES girls" (Ebbert et al, 2019, p. 23).…”

Section: Introduction To Myths and Realities Associated With Researchmentioning

confidence: 99%

“…The challenge within the peer context is that competition to succeed may outweigh pathways to resilience. Ebbert et al (2019) offer recommendations for interventions and future research to ensure that this forgotten vulnerable population can live up to all of the assumed potential.…”

Section: Introduction To Myths and Realities Associated With Researchmentioning

confidence: 99%

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Introduction to Myths and Realities Associated with Research and Theorizing for Human Development

Cunningham

2019

Research in Human Development

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Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy

et al. 2023

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We juxtapose (positive and negative) compositional effects of school-average achievement and school-average socioeconomic status (SES) on students’ academic self-concept (ASC), final high-school grade-point-average (GPA), and long-term outcomes at age 26 (educational attainment and educational and occupational expectations). We used doubly-latent multilevel compositional models with a large, nationally representative longitudinal sample (16,197 Year-10 students from 751 US high schools), controlling background variables (gender, age, ethnicity, academic track, and a composite risk factor). At the individual-student level, the effects of achievement, SES, ASC, and GPA on long-term outcomes were consistently positive. However, mostly consistent with a priori theoretical predictions, (1) the compositional effects of school-average achievement on ASC, GPA, and educational and occupational expectations were significantly negative (although non-significant for final attainment); (2) the compositional effects of school-average SES on ASC, educational attainment, and educational and occupational expectations were significantly positive (but nonsignificant for GPA); and (3) the compositional effects on long-term outcomes were partly mediated by ASC and particularly by GPA. These findings demonstrate that the positive effects of school-average SES are distinguishable from the adverse effects of school-average achievement. We discuss how these findings extend Göllner et al.'s (Psychological Science 29:1785–1796, 2018) highly controversial conclusion regarding the benefits of schools with high school-average SES but low school-average achievement. We also relate our research to Luthar et al.’s (American Psychologist 75:983–995, 2020) findings of adverse mental health problems associated with attending high-achieving schools. Our results have important implications not only for theory and methodology but also for parents’ selection of schools for their children and policy regarding the structure of schools (a substantive-methodological synergy).

show abstract

Complexities in Adjustment Patterns among the “Best and the Brightest”: Risk and Resilience in the Context of High Achieving Schools

Cited by 25 publications

References 50 publications

Historical Change in Midlife Health, Well-Being, and Despair: Cross-Cultural and Socioeconomic Comparisons

Historical Change in Midlife Health, Well-Being, and Despair: Cross-Cultural and Socioeconomic Comparisons

Introduction to Myths and Realities Associated with Research and Theorizing for Human Development

Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy

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