School relationships foster success for African American students: ACT policy report

Wimberly, George L.

doi:10.1037/e420452008-001

Cited by 20 publications

(23 citation statements)

References 21 publications

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“…However, there is often a discrepancy between parents' educational expectations for their children and their postsecondary planning activities (Ogbu, 2003;Wimberly, 2002). Parent involvement tends to decline as students reach middle and high school.…”

Section: Who and What Helps Students' Planning?mentioning

confidence: 99%

College readiness begins in middle school: ACT policy report

Wimberly¹,

Noeth²

2005

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This study, College Readiness Begins in Middle School, reflects ACT's interest in analyzing the critical issues affecting the preparation of the postsecondary applicant pool and the high school experience. It builds on previous policy reports that focus on educational planning and the transition to postsecondary education. We are indebted to the many students and staff at the 15 schools that contributed to this study. Their generous support and cooperation made this report possible. In addition, administrators from each of the school districts (Chicago; Charleston, West Virginia; Denver; Los Angeles; New Orleans; and Oklahoma City) provided guidance and help in terms of school selection and contact information. Many individuals outside of ACT provided assistance reviewing draft manuscripts. They include: Elizabeth Cittadine (

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Section: Who and What Helps Students' Planning?mentioning

confidence: 99%

College readiness begins in middle school: ACT policy report

Wimberly¹,

Noeth²

2005

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“…For example, African American youth are uniquely impacted by low academic expectations from teachers and staff, especially boys (Swanson et al., ; Wood, Kaplan, & McLoyd, ), disparate school discipline policies (Fabelo et al., ; Losen, ), and perceived discrimination in school (Chavous, Rivas‐Drake, Smalls, Griffin, & Cogburn, ). Research consistently describes obstacles and facilitators of high engagement within a supportive well‐functioning educational system and the subsequent impacts to school engagement and perceptions of academic competencies (Swanson et al., ; Toldson, ; Wimberly, ).…”

Section: Structural Realities and Positive Youth Development Among Yomentioning

confidence: 99%

Empowerment‐Based Positive Youth Development: A New Understanding of Healthy Development for African American Youth

Travis

Leech

2013

J of Research on Adolesc

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A shift occurred in research about adolescents in the general population. Research is moving away from deficits toward a resilience paradigm and understanding trajectories of positive youth development. This shift has been less consistent in research and practice with African American youth. A gap also exists in understanding whether individual youth development dimensions generate potential in other dimensions. This study presents an empowerment-based positive youth development model. It builds upon existing research to present a new vision of healthy development for African American youth that is strengths-based, developmental, culture-bound, and action-oriented. It emphasizes the relationship between person and environment, the reinforcing nature of developmental assets, and the necessity of a sense of community and community engagement for youth.

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“…However, many lack knowledge of and experience with the higher education system and cultural capital, and they lack personal or institutional connections to those familiar with the system (social capital). Knowledge, experience, and connections are needed to help children turn their aspirations into reality (Bourdieu 1973;Wimberly 2002;Lareau 1987;Steinberg 1996).…”

Section: Providing Parents Of At-risk Youth With Information About Pomentioning

confidence: 99%

Synthesis of Research and Resources to Support at-Risk Youth

Koball¹,

Dion²,

Gothro³

et al. 2011

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The families and communities in which youth live can also affect their well-being and their chances for achieving self-sufficiency in adulthood. Parents in low-income families may lack the resources to compensate for inadequate education or services. Unstable families might provide little supervision to guide their children toward positive behaviors. Exposure to violence in families and communities is particularly deleterious to adolescents' well-being and can cause physical and psychological harm that reduces their chances of success as adults. Low-income communities might have lower-quality schools and lack employment opportunities for youth and young adults, creating obstacles to self-sufficiency even for youth without other psychological barriers or skill deficiencies. Programs within the Administration for Children and Families (ACF) within the U.S. Department of Health and Human Services (DHHS) present an opportunity to prepare at-risk youth for self-sufficiency and improve their workforce career trajectories. Within ACF's Administration on Children, Youth, and Families (ACYF), the Family and Youth Services Bureau (FYSB) assists homeless and runaway youth, and the Children's Bureau (CB) serves children involved in the child welfare system including youth aging out of foster care. Other ACF programs, such as the Temporary Assistance to Needy Families (TANF) program and the Office of Child Support Enforcement (OCSE), also serve youth directly or indirectly. Additional ACF offices sponsor a range of other programs that reach youth. Several ACF program offices have expressed potential interest in working with ACF's Office of Planning Research and Evaluation (OPRE) to develop research-based conceptual frameworks that can be applied to programs to strengthen their potential effectiveness and focus on the workforce trajectories of the youth they serve. Interventions that draw on a foundation of research and build on evidence-based programs can help at-risk youth improve their well-being, make positive choices, and acquire the skills and knowledge needed to get and stay on a path toward self-sufficiency. This report provides a synthesis of research and existing ACF resources for serving at-risk youth. It describes what we know from research about at-risk youth. It then describes how at-risk youth are currently being served by ACF programs and by programs outside of ACF that have been

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School relationships foster success for African American students: ACT policy report

Cited by 20 publications

References 21 publications

College readiness begins in middle school: ACT policy report

College readiness begins in middle school: ACT policy report

Empowerment‐Based Positive Youth Development: A New Understanding of Healthy Development for African American Youth

Synthesis of Research and Resources to Support at-Risk Youth

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