Pathways to High School Completion in a Multiethnic Sample: Opportunities & Risks

多种族样本中完成高中学业的途径：机会

• 批准号: 9333131
• 负责人: SANDRA H GRAHAM
• 金额: $ 53.16万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-06-07 至 2019-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9333131
• 关键词: Academic achievement; Adolescent; African American; Asians; Back; California; Characteristics; Childhood; Color; Competence; Data; Development; Developmental Process; Discipline; Drops; Enrollment; Face; Failure; Friends; Funding; Future; Goals; Grant; Human; Individual; Latino; Literature; Los Angeles; Maps; Mediating; Mediator of activation protein; Mental Health; Minority; Motion; Motivation; National Institute of Child Health and Human Development; Obesity; Outcome; Pacific Island Americans; Pathway interactions; Phase; Plant Roots; Publishing; Recording of previous events; Recruitment Activity; Research; Risk; Risk Factors; Sampling; Schools; Series; Sex Orientation; Shapes; Societies; Students; Suspensions; Testing; Time; Walking; Youth; academic preparation; academic standard; boys; cognitive process; cohort; demographics; eighth grade; ethnic diversity; ethnic minority population; experience; high school; insight; junior high school; longitudinal design; ninth grade; novel; optimism; peer; psychosocial; public health relevance; racial and ethnic; segregation; social; twelfth grade; young adult

DESCRIPTION (provided by applicant): The purpose of this competing renewal application is to examine pathways to high school completion in a sample of 6000 students who are currently being followed across the three years of middle school. The large sample is very ethnically diverse: about 30% Latino, 20% White, with the remaining 50% approximately evenly divided between African American, Asian/Pacific Islander, and youth who identify as multiethnic. The sample was recruited in three cohorts from 26 middle schools in southern and northern California that systematically varied in ethnic diversity. Longitudinal data from 6th-8th grade are being gathered on students' social and academic adjustment to test hypotheses about the psychosocial benefits and challenges of ethnic diversity in urban middle schools. It is anticipated that the students will transition to close to 100 high schools that also vary in ethnic diversity. Using the rich middle school data as a starting point, this application will examine the high school transition and pathways to high school completion as a developmental process. Data assessing constructs studied during middle school and new constructs more unique to the high school years will be gathered on the same students from 9th-12th grade and one year beyond. The high school pathways phase of the research has three specific aims. Aim 1 examines how middle school social and academic history predicts the degree to which the critical 9th grade transition is smooth versus disruptive. Aim 2 examines pathways, or mediating mechanisms, to high school completion focusing on three developmental competencies: academic achievement, mental health, and civic engagement. Novel hypotheses are tested about the ways in which school ethnic diversity shapes each developmental pathway. Aim 3 examines individual risk factors, such as obesity and sexual orientation, and systemic school risk factors, such as harsh discipline, that can disrupt successful pathways. By capitalizing on an existing longitudinal sample, the long-term goal of this research is provide new insight into the challenges that adolescents of color face as they navigate urban middle schools and high schools that vary in ethnic diversity as well as the mechanisms that promote strong academic preparation, mental health, and civic engagement in all youth on the brink of young adulthood. The focus on ethnic diversity across middle and high school is especially timely in a society where changing demographics are redefining the meaning of successful adaptation during the critical adolescent years.

描述（由申请人提供）：这种竞争性的更新应用程序的目的是检查途径，以高中完成在6000名学生的样本谁是目前正在跟踪整个三年的中学。大样本在种族上非常多样化：大约30%是拉丁裔，20%是白色，其余50%大约平均分布在非裔美国人、亚洲/太平洋岛民和认为是多种族的年轻人之间。样本被从加州南部和北方的26所中学招募，这些中学在种族多样性方面存在系统性差异。6 - 8年级的纵向数据为 收集学生的社会和学术适应，以测试关于城市中学种族多样性的心理社会益处和挑战的假设。预计 学生将过渡到近100所高中，这些高中也有不同的种族多样性。使用丰富的中学数据作为起点，这个应用程序将检查高中过渡和途径高中完成作为一个发展过程。在中学期间学习的数据评估结构和高中时期更独特的新结构将从9 - 12年级和一年后收集到相同的学生。研究的高中途径阶段有三个具体目标。目的1探讨中学社会和学术史如何预测关键的9年级过渡顺利与破坏性的程度。目标2研究途径，或中介机制，以高中毕业为重点的三个发展能力：学业成绩，心理健康和公民参与。新的假设进行测试的方式，学校的种族多样性形状每个发展途径。目标3研究个人风险因素，如肥胖和性取向，以及系统性学校风险因素，如严厉的纪律，可能会破坏成功的途径。通过利用现有的纵向样本，这项研究的长期目标是提供新的见解，以应对有色人种青少年在城市中学和高中面临的挑战，这些学校在种族多样性方面各不相同，以及促进强有力的学术准备，心理健康和公民参与的机制在所有青年的边缘。在一个不断变化的人口结构正在重新定义关键的青少年时期成功适应的意义的社会中，对初中和高中种族多样性的关注尤其及时。