Transition to High School in a Multi-Ethnic Sample: Opportunities and Risks

多种族样本中的高中过渡：机遇与风险

• 批准号: 0345967
• 负责人: Sandra Graham
• 金额: --
• 依托单位: University of California-Los Angeles
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-08-15 至 2010-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0345967&HistoricalAwards=false
• 关键词: Transition; Multi; Ethnic; Sample; Opportunities

The purpose of this research is to examine the transition to high school in an urban adolescent sample. The sample is large, comprised of about 1500 early adolescents in two cohorts who had been recruited in 6th grade for a longitudinal study of peer harassment in middle school. The sample is also ethnically diverse, with participants who are African American, Latino, Asian/Pacific Islander, and Caucasian. Latino and Asian students also differ in immigrant history. Data on students' social adjustment, emotional well-being, achievement attitudes, and academic outcomes will be gathered in Fall and Spring during 9th for Cohort 2 and during 10th grade for Cohort 1. The specific aims of the project are to examine: (1) how social risk in middle school (i.e., having a reputation as an aggressor or victim of harassment) affects the high school transition; (2) whether there are particular pathways to (mal)adjustment that are predicted by social risk; and (3) how the transition process is influenced by contextual factors such as ethnic identity, the ethnic composition of high schools, and immigrant history. The data collected during this one-year project will help assure that there are multiple time points to examine the high school transition as a process that unfolds over time. Cutting-edge statistical techniques will be used to model trajectories of change in academic achievement, including growth, decline, and the possibility of recovery. Findings will provide new insights into the social and cultural underpinnings of a smooth versus disruptive high school transition.The proposed research can have broader impact in two ways. First, the study of social vulnerability in 9th and 10th grade is relevant to educational practice because those are the grades when high school youth who have become alienated from school are most at risk for dropping out. Teachers and other educational professionals need to become better informed about the importance of the social lives of adolescents to sustained achievement strivings. Second, the multiethnic focus of the research and the timeliness of the topic provide an excellent context for attracting and mentoring talented students of color, at the undergraduate, graduate, and postdoctoral levels. The Principal Investigator has an excellent track record of fostering the intellectual and professional development of students of color.

本研究的目的是考察城市青少年向高中过渡的情况。样本很大，包括两组大约1500名青少年，他们在六年级时被招募参加一项关于中学同伴骚扰的纵向研究。样本的种族也很多样化，参与者有非洲裔美国人、拉丁裔、亚洲/太平洋岛民和高加索人。拉丁裔和亚裔学生在移民历史上也存在差异。第二组学生的社会适应、情绪健康、成就态度和学业成绩的数据将在九年级和十年级的秋季和春季收集。该项目的具体目的是研究：(1)中学的社会风险（即作为侵犯者或骚扰受害者的声誉）如何影响高中过渡；(2)是否存在社会风险预测的特定（不良）适应途径；(3)族群认同、高中族群构成、移民历史等背景因素对转型过程的影响。在这个为期一年的项目中收集的数据将有助于确保有多个时间点来检查高中过渡作为一个随着时间展开的过程。尖端的统计技术将用于模拟学术成就变化的轨迹，包括增长、下降和复苏的可能性。研究结果将为顺利过渡与破坏性高中过渡的社会和文化基础提供新的见解。拟议中的研究可以在两个方面产生更广泛的影响。首先，9年级和10年级的社会脆弱性研究与教育实践相关，因为这些年级是高中青少年与学校疏远的最容易辍学的年级。教师和其他教育专业人员需要更好地了解青少年的社会生活对持续取得成就的重要性。其次，研究的多民族焦点和主题的及时性为吸引和指导有才华的有色人种学生提供了良好的环境，包括本科生、研究生和博士后。首席研究员在培养有色人种学生的智力和专业发展方面有着出色的记录。