The Impact of Neighborhood Disadvantage on the Black–White Achievement Gap

Madyun, Na'im

doi:10.1080/10824660802427660

Cited by 12 publications

(27 citation statements)

References 48 publications

(57 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Adolescents living in such communities are also likely to be affected negatively (Lee & Madyun, 2009). For example, research suggests that adolescents raised in communities with high levels of poverty are more likely to experience academic challenges such as increased high school dropout rates, lower scores on achievement assessments, and overall lower educational attainment relative to their peers (Ainsworth, 2002).…”

Section: The Social Disorganization Theorymentioning

confidence: 96%

“…Some researchers suggested that the lower achievement among Blacks may be attributed to the fact that Black adolescents are more likely than their White peers to live in communities with higher poverty (e.g., and therefore, attend schools with limited resources, or with high rates of teacher turnover; Ferguson & Mehta, 2004;Lee & Madyun, 2009). …”

Section: The Differential Effects Of Community Poverty For Black and mentioning

confidence: 99%

See 1 more Smart Citation

The Intersection of Race and Community Poverty and Its Effects on Adolescents’ Academic Achievement

Gordon

Cui

2016

Youth & Society

View full text Add to dashboard Cite

Although most studies have established the importance of individual-level influences on adolescent outcomes, studies are often limited in that they do not address the effects of broader community-level factors. To address this limitation, we examined the association between community-level poverty and adolescents' academic achievement, and the role of race in this association. Results from multilevel modeling suggested that (a) regardless of community type (i.e., low vs. high poverty), Black adolescents reported lower academic achievement than White adolescents, (b) community poverty was negatively associated with adolescents' academic achievement among both White and Black adolescents, and (c) the racial disparity in academic achievement was greater in communities with low poverty. Findings indicated the complex effect of community context and race on adolescents' academic outcome. Implications of such findings were discussed.

show abstract

Section: The Social Disorganization Theorymentioning

confidence: 96%

Section: The Differential Effects Of Community Poverty For Black and mentioning

confidence: 99%

The Intersection of Race and Community Poverty and Its Effects on Adolescents’ Academic Achievement

Gordon

Cui

2016

Youth & Society

View full text Add to dashboard Cite

show abstract

“…Note Students involved in more than one part-time job during their years at school were counted multiple times. As a result, the total frequency is 646, while n = 488 Lee and Madyun 2009;Madyun and Lee 2008, 2010a, 2010b. 4 As mentioned above, the major influence of the participation of young people in part-time work in South Korea are their peers, which suggests a lack of formal control by institutional agents, as well as a lack of informal control by parents in the decision-making process of young people to participate in part-time work.…”

Section: Introductionmentioning

confidence: 97%

Differential selection or differential socialization? Examining the effects of part-time work on school disengagement behaviors among South Korean adolescents

2016

Soc Psychol Educ

Self Cite

View full text Add to dashboard Cite

Reflecting on the fast-growing number of adolescents involved in parttime work in South Korea, we pay special attention to the effects of part-time work on school disengagement in this age group. While research on this issue in Korea is still scarce, a handful of existing studies have documented the undesirable effects of part-time work on problem behaviors among adolescents. Conclusions on whether or not such undesirable effects stem from differential socialization formed through part-time work experiences remain controversial, however, because the issue of differential selection among the adolescent population involved in part-time work remains unsolved. Utilizing propensity score matching analyses among a sample of 1365 employed adolescents extracted from data from the Korean Education Employment Panel during a period between 2004 and 2007, we find that part-time work has significant undesirable effects on school disengagement behaviors among adolescents, even after controlling for preexisting differences between groups. Implications for research in terms of differential socialization perspectives and practical policies are discussed.

show abstract

“…), outside of family (neighbourhood, violence at school, etc.) or medical conditions (mental illness of a family member, death of parents and grandparents) (Benard, 1993;Lee & Madyun, 2009;Zolkoski & Bullock, 2012). It is well known that the disadvantages have, in most cases, negative impact on students' school achievement.…”

Section: Introductionmentioning

confidence: 99%

“…It is well known that the disadvantages have, in most cases, negative impact on students' school achievement. For instance, neighbourhood creates an influential adversity and therefore puts adolescents and children under the risk of underdevelopment and low achievement at school context (Lee & Madyun, 2009). …”

Section: Introductionmentioning

confidence: 99%

An Analysis of the Profile of Resilient Students based on PISA 2012

Kalender¹

2015

EPOD

View full text Add to dashboard Cite

The present study sought to define resilient students' profile in comparison with low achieving/low SES students. To this end, several school-and teacher-related variables, taken from PISA 2012 student questionnaire, that were considered to be influential on students' reading literacy were examined. A total number of 28 items from 5 dimensions were selected. They are: Student-Teacher Relations (5 items), Sense of Belonging (9 items), Attitude towards Learning at School (4 items), Attitude toward School (4 items), and Perceived Control (6 items). Using binary logistic regression, significant variables were defined explaining literacy differences between two groups of students. Then, profile of resilient students was defined. Results indicated that resilient students had more positive attitudes towards school and teachers compared with low achievers. The findings of the present may provide significant information as to increase rate of resilient students.

show abstract

The Impact of Neighborhood Disadvantage on the Black–White Achievement Gap

Cited by 12 publications

References 48 publications

The Intersection of Race and Community Poverty and Its Effects on Adolescents’ Academic Achievement

The Intersection of Race and Community Poverty and Its Effects on Adolescents’ Academic Achievement

Differential selection or differential socialization? Examining the effects of part-time work on school disengagement behaviors among South Korean adolescents

An Analysis of the Profile of Resilient Students based on PISA 2012

Contact Info

Product

Resources

About