Ethnic and Generational Differences in the Relations between Social Support and Academic Achievement across the High School Years

Abstract

Changes in adolescents' reports of social support from parents and friends were examined across the 4 years of high school to examine associations between support and academic achievement. Results from 541 adolescents from diverse backgrounds suggest that changes in encouragement from parents and friends within individual adolescents are associated with concurrent changes in grade point average (GPA). Between-person analyses indicate that adolescents who report higher levels of encouragement in ninth grade are more likely to enroll in courses and receive grades that make them eligible to enroll in California's public university system. Both GPA and eligibility, in turn, were associated with higher rates of enrollment in college after high school. Many of these findings varied according to ethnicity and generation, reinforcing the importance of understanding the extent to which adolescents from diverse backgrounds have access to the information and support that is necessary to take advantage of the postsecondary educational system.With the growing immigrant population in the United States (e.g., Zhou, 1997), an important question is the extent to which this group is able to take advantage of the postsecondary educational system that is critical for a successful transition to adulthood (Halperin, 1998). Most research examining ethnic and

Perceptions of Intragroup Rejection and Coping Strategies: Malleable Factors Affecting Hispanic Adolescents’ Emotional and Academic Outcomes

“…The policy implications of this result are challenging because not all adolescents have access to caring adults, and those who do may still be deprived of spending time with them because many parents work multiple jobs (Hill and Torres 2010), which limits opportunities for communication. Witkow and Fuligni (2011) observed that, compared with other ethnic groups, many Latino parents lack the social capital to help their children with educational careers, and once the children realize this limitation, they may be less eager to seek parental advice. One apparently successful example of how mentorships may be fostered is Homeboy Industries, a non-profit organization that aims to act as a substitute for the family structure often lacking among disadvantaged adolescents and young adults (Boyle 2010).…”

Cumulative Disadvantage and Youth Well-Being: A Multi-domain Examination with Life Course Implications

“…For example, parental school supports – both instrumental help and high educational aspirations for their children – is positively associated with student course selection and grade point average (GPA) (Witkow & Fuligni, 2011). Parental academic involvement in middle school generally predicts fewer problem behaviors and higher educational aspirations in high school; however, the benefits on behavior and performance tend not to be realized for low SES families (Hill, et al, 2004).…”

“We Do Science Here”: Underrepresented Students’ Interactions with Faculty in Different College Contexts

“…Prior research has established the importance of support from family (Witkow & Fuligini, 2011) and from faculty (Cole, 2007) in predicting future success of students. Syed, Azmitia, and Cooper (2011) suggest that family, friends, and faculty can act as identity agents for students by offering social support and facilitating individuals’ identity development and academic success.…”