Linking Neighborhood Character and Resources to Adolescent Achievement Orientation
将社区性格和资源与青少年成就导向联系起来
基本信息
- 批准号:9978490
- 负责人:
- 金额:$ 50万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:1999
- 资助国家:美国
- 起止时间:1999-09-15 至 2002-08-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
There is general agreement that the contexts in which children and adolescents develop and learn are important. Studies of neighborhood influences suggest that neighborhoods influence individuals at a variety of levels. However, as traditionally measured, the effects of neighborhoods are smaller than family characteristics such as socioeconomic status (e.g., poverty) and total years of education completed by parents. Some researchers suggest that an understanding of the full impact of neighborhoods is still to be determined (Turner et al, 1997, p.2). The proposed research takes the perspective that to understand the factors affecting the development of competence and well-being in urban youth requires an understanding of the influence of both neighborhood and societal contexts as well as the responses or coping strategies of young people. This is critical to our understanding of why some urban youth respond to or cope with neighborhood risks and difficulties in ways which result in positive outcomes and competence; whereas, other young people, who live in identical contexts, cope with situational challenges in ways which produce less than desirable achievement and life course successes.The project uses a particular theory-driven approach, the Phenomenological Variant of Ecological systems theory (PVEST) (Spencer, 1995, 1999) to explore seven levels of adolescents' environments and relates them to their coping methods, identity formation and school achievement. The ecology or environment-associated perspective is linked to culture, is sensitive to adolescents' unique coping and identity processes, and helps to interpret different youth outcomes.Specifically the study will examine the relationship between student characteristics and seven levels of their environment. The approximate 1500 urban boys and girls (Hispanics, African Americans, Asian American and EuroAmerican), who comprise this study sample, attend 41 Philadelphia public schools and represent either a high achieving (A/B grades) or marginally (C/D grades) performing achievement group. They will be followed throughout their high school years beginning in either the 9th, 10th, or 11th grade and followed into post-secondary schooling (college) options or the world of work
人们普遍同意,儿童和青少年发展和学习的环境很重要。对邻里关系影响的研究表明,邻里关系对个人的影响程度各不相同。然而,按照传统衡量,邻里关系的影响小于家庭特征,如社会经济地位(例如贫困)和父母完成的总教育年限。一些研究人员认为,对社区的全面影响的理解仍有待确定(Turner等人,1997年,第2页)。这项研究认为,要了解影响城市青年能力和幸福感发展的因素,需要了解社区和社会环境的影响,以及年轻人的反应或应对策略。这对于我们理解为什么一些城市青年以积极的结果和能力的方式应对或应对社区风险和困难是至关重要的;而其他生活在相同环境中的年轻人应对情境挑战的方式却不能产生理想的成就和一生的成功。该项目使用一种特殊的理论驱动的方法--生态系统理论的现象学变体(PVEST)(Spencer,1995,1999)来探索青少年环境的七个水平,并将它们与他们的应对方法、身份形成和学校成绩联系起来。生态或环境相关的视角与文化联系在一起,对青少年独特的应对和认同过程很敏感,有助于解释不同的青少年结果。具体而言,这项研究将考察学生特征与他们所处环境的七个水平的关系。约1500名城市男孩和女孩(西班牙裔、非裔美国人、亚裔美国人和欧洲裔美国人)组成了这项研究样本,他们就读于41所费城公立学校,代表着成绩优异(A/B级)或略差(C/D级)的成绩群体。他们将在高中期间被跟踪,从9年级、10年级或11年级开始,然后进入高等教育(大学)选择或工作领域。
项目成果
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Margaret Spencer其他文献
Intersectional Disadvantage: Exploring Differences Between Aboriginal and Non-Aboriginal Parents with Intellectual Disability in the New South Wales Child Protection System
交叉劣势:探索新南威尔士州儿童保护体系中智力障碍的原住民和非原住民父母之间的差异
- DOI:
10.1080/15548732.2017.1379456 - 发表时间:
2018 - 期刊:
- 影响因子:0
- 作者:
S. Collings;Angela Dew;T. Gordon;Margaret Spencer;L. Dowse - 通讯作者:
L. Dowse
Margaret Spencer的其他文献
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