Building on Youngsters' Strengths in a Diverse Society

尽管由于家庭贫困、歧视和社区高度混乱，土生土长和移民的少数族裔青少年往往在教育上处于不利地位，但也很明显，许多青少年蓬勃发展。这项研究强调了不同的背景如何成为年轻人和年轻人力量的源泉，以及这些力量如何增强韧性和提高成功的可能性。在这个框架内，有三个角度涉及这项研究。一种是研究群体在价值观和动机上的差异，以及这种差异如何影响结果。由于种族、民族和性别差异与动机和学习风格的差异有关，学生在学业上受到不同方面的挑战。这项研究展示了文化价值观如何塑造动机和学习风格，以及家庭和学校是否认识到这种差异对学校和年轻人的结果有何影响。此外，动机水平与成就(学习)轨迹有关，但少数族裔青年和女性特别容易受到“冲击”(如家庭死亡或转学)的影响，使他们偏离轨迹。因此，成就被视为一个动态的过程，涉及价值观的群体差异、动机水平的变化以及学生如何从冲击中反弹以恢复他们的学习轨迹。第二个视角与社会依恋的群体差异有关。这种依恋是根据关系的类型来定义的--同龄人、邻居、老师、家庭成员和其他人，也根据他们的突出程度或重要性来定义。在涉及关系类型和突出程度的个人资料方面，存在群体差异，而这些反过来又会影响学业成绩。第三个视角涉及学校和邻居，或背景变量，以及这种变量如何直接和间接地影响成绩。背景差异是用关系术语定义的，包括多样性(异质性)、不平等和合并的不平等(当不平等系统地与群体差异相关时)。包括教育研究中常用的学校和邻里特征，以及邻里特征的新测量。这项研究使用了教育部的数据集：国家教育纵向研究(NELS)、高中有效性研究(HSES)和共同核心数据(针对学校)。社区特征来自1990年美国人口普查(邮政编码水平)和美国国税局(邮政编码水平)关于社区组织的数据。新的程序被用来测量年轻人的关系类型及其显著程度的概况，参数化背景影响，并分析成就轨迹。成绩和学业成绩是根据涉及价值观、动机和依恋的过程来考虑的，这些因素嵌套在家庭、学校和邻里环境中。该研究使用模糊集和动态多层次建模技术来捕捉这些过程。

Although native-born and immigrant minority youngsters are often educationally disadvantaged because of household poverty, discrimination, and high levels of community disorganization, it is also evident that many flourish. This study emphasizes the ways in which distinctive backgrounds can be sources of strengths for youngsters and for young adults, and how such strengths bolster resilience and enhance the likelihood of successful outcomes.Within this framework, three perspectives bear on the research. One deals with group differences in values and motivations and how such differences affect outcomes. Because race, ethnicity, and gender differences are related to variation in motivation and learning styles, students are academically challenged in different ways. This study demonstrates how cultural values shape motivation and learning styles, and also how school and young adult outcomes are affected by whether such differences are recognized in families and schools. Moreover, motivational levels are related to achievement (learning) trajectories, but minority youth and females are particularly susceptible to "shock" (such as a family death or changing schools) that throw them off their trajectories. Thus, achievement is treated as a dynamic process that involves group variation in values, changing levels of motivation, and how students rebound from shocks to regain their learning trajectories. The second perspective relates to group differences in social attachments. Such attachments are defined in terms of types of relationships - peers, neighbors, teachers, family members, and others and also in terms of their salience, or importance. There are group differences with respect to profiles involving types and salience of relationships, and, these, in turn, affect school outcomes. The third perspective relates to school and neighborhood, or contextual, variation, and how such variation directly and indirectly affects achievement. Contextual variation is defined in relational terms, including diversity (heterogeneity), inequality, and consolidated inequality (when inequality is systematically related to group differences). School and neighborhood characteristics that are generally used in education studies, as well as new measures of neighborhood characteristics, are included. The research uses Department of Education data sets: National Education Longitudinal Study (NELS), the High School Effectiveness Study (HSES), and the Common Core of Data (for schools). Neighborhood characteristics are drawn from the 1990 US census (zip-code level) and from IRS (zip-code level) data on community organizations.New procedures are used to measure youths' profiles of types of relationships and their salience, to parameterize contextual effects, and to analyze achievement trajectories. Achievement and school outcomes are considered in terms of processes that involve values, motivation, and attachments nested within family, school, and neighborhood environments. The research uses fuzzy-set and dynamic, multi-level modeling techniques to capture these processes.