School Engagement Among Urban Youth of Color

2008 ◽  
Vol 34 (4) ◽  
pp. 397-422 ◽  
Author(s):  
Justin C. Perry
Keyword(s):  
Urban Youth ◽  
School Engagement ◽  
Youth Of Color

The Relationships of Peer Norms, Ethnic Identity, and Peer Support to School Engagement in Urban Youth

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000 ◽  
Author(s):  
Richard Shin ◽  
Bryan Daly ◽  
Elizabeth Vera
Keyword(s):  
Ethnic Identity ◽  
Peer Support ◽  
Urban Youth ◽  
School Engagement ◽  
The United States ◽  
Youth Of Color ◽  
Peer Norms ◽  
Eighth Grade Students ◽  
The Relationship ◽  
Midwestern City

Investigating variables associated with the school success and educational resilience of urban youth of color should be a high priority because of the persistent achievement gap in the United States. The current study examined individual and peer factors’ relation to the school engagement of 132 seventh- and eighth-grade students from a diverse public elementary school in a large Midwestern city. The participants ranged in age from 12 to 15 years old. In this study, positive peer norms, peer support, and positive ethnic identification were hypothesized to intervene in the relationship between negative peer norms and low school engagement. The findings suggest that both positive peer norms and positive ethnic identity may serve as significant protective factors for urban youth of color.

Anticipation of racism and sexism: Factors related to setting career goals for urban youth of color.

2019 ◽  
Vol 66 (5) ◽  
pp. 588-599
Author(s):  
Julia L. Conkel-Ziebell ◽  
George V. Gushue ◽  
Sherri L. Turner
Keyword(s):  
Urban Youth ◽  
Career Goals ◽  
Youth Of Color

School Engagement as a Mediator of Academic Performance Among Urban Youth: The Role of Career Preparation, Parental Career Support, and Teacher Support

2009 ◽  
Vol 38 (2) ◽  
pp. 269-295 ◽  
Author(s):  
Justin C. Perry ◽  
Xiongyi Liu ◽  
Yvona Pabian
Keyword(s):  
High School ◽  
Middle School ◽  
Academic Performance ◽  
Urban Youth ◽  
School Engagement ◽  
Teacher Support ◽  
Career Preparation ◽  
Equation Modeling ◽  
School Students ◽  
Career Support

Drawing from the contributions of vocational psychology, this study examined school engagement as a mediator of academic performance through the effects of career preparation (career planning, career decision-making self-efficacy), parental career support, and teacher support among diverse urban youth in middle school and high school ( N = 285). Based on structural equation modeling, all structural paths of the proposed hypothetical model were significant. The effects of teacher support and parental career support on school engagement were mediated by career preparation; in turn, the effect of career preparation on grades was mediated by school engagement. Teacher support also had a direct effect on school engagement.The middle school students had significantly higher grades than the high school students, but there were no significant grade-level differences in terms of school engagement, career preparation, parental career support, or teacher support.The limitations of the study and its implications for research, practice, and public policy are discussed.

scholarly journals Predictors of medical mistrust among urban youth of color during the COVID-19 pandemic

2021 ◽  
Author(s):  
Marcia J Ash ◽  
Jannette Berkley-Patton ◽  
Kelsey Christensen ◽  
Regine Haardörfer ◽  
Melvin D Livingston ◽  
...  
Keyword(s):  
Urban Youth ◽  
Kansas City ◽  
Online Survey ◽  
Personal Characteristics ◽  
Future Research ◽  
Medical Mistrust ◽  
Youth Of Color ◽  
Systemic Racism ◽  
Communities Of Color ◽  
Systemic Factors

Abstract The COVID-19 pandemic has disproportionately impacted communities of color and highlighted longstanding racial health inequities. Communities of color also report higher rates of medical mistrust driven by histories of medical mistreatment and continued experiences of discrimination and systemic racism. Medical mistrust may exacerbate COVID-19 disparities. This study utilizes the Behavior Model for Vulnerable Populations to investigate predictors of medical mistrust during the COVID-19 pandemic among urban youth of color. Minority youth (N = 105) were recruited from community organizations in Kansas City, Missouri to complete an online survey between May and June 2020. Multiple linear regressions were performed to estimate the effect of personal characteristics, family and community resources, and COVID-19 need-based factors on medical mistrust. Results indicated that loneliness, financial insecurity (e.g., job loss, loss of income) due to the COVID-19 pandemic, and eligibility for free or reduced lunch predicted medical mistrust. Insurance status, neighborhood median household income, social support, and perceived COVID-19 risk were not significantly associated with medical mistrust. Future research and policies are necessary to address systemic factors that perpetuate medical mistrust among youth of color.

scholarly journals Urban Youth Perspectives on the Benefits and Challenges of Outdoor Adventure Camp

2019 ◽  
Vol 14 (4) ◽  
pp. 122-143
Author(s):  
Edmond P. Bowers ◽  
Lincoln R. Larson ◽  
Alexandra M. Sandoval
Keyword(s):  
Youth Development ◽  
Urban Youth ◽  
Youth Of Color ◽  
Outdoor Adventure ◽  
Connection To Nature ◽  
Social Competencies ◽  
Growth Environment ◽  
Adventure Programming ◽  
Low Levels ◽  
Method Approach

Consistent evidence indicates that urban youth, and particularly youth of color, report relatively low levels of participation in quality youth program experiences and spend less time outdoors as compared to non-urban and White youth. Outdoor adventure camps (OACs) provide an excellent opportunity for engaging these youth in experiences that can help promote positive youth development (PYD). In the present study, we examined the experiences and perceptions of 75 urban youth who participated in a 3-day high adventure camp experience. Through a mixed-method approach, results indicated that urban youth from all racial and ethnic backgrounds grew in several PYD outcomes including social competencies and self-improvement capacities. Many youth also reported growing in their connection to nature as a consequence of participating in the OAC. Youth thought camp was a positive and worthwhile experience, reflecting key attributes of a PYD setting. Overall, the OAC provided a challenging and engaging growth environment for youth. Findings highlight implications for socially just and culturally inclusive outdoor adventure programming aimed at diverse urban youth.

21st Century New Literacies and Digital Tools as Empowering Pedagogies for Urban Youth of Color

2014 ◽  
pp. 233-246
Author(s):  
Yolanda Sealey-Ruiz ◽  
Marcelle M. Haddix
Keyword(s):  
High School Students ◽  
21St Century ◽  
Urban Youth ◽  
New Literacies ◽  
Positive Impact ◽  
Digital Tools ◽  
Public High Schools ◽  
Youth Of Color ◽  
School Students ◽  
Social Media Platforms

Increasingly, more youth of color are gaining access to multiple forms of digital and popular media, yet 21st Century Literacies are virtually absent from the curriculum in most schools that serve them. By contrast, their increased knowledge of digital tools is usually met with restrictive access. For example, in many urban public high schools, cell phones are seen as contraband and students are required to “check” them at the door. Additionally, access to the Internet and social media platforms are blocked on most computers to which students have access while in school. More research is needed on how race, gender, ethnicity, and language intersect with access to digital tools in schools. This chapter presents a dialogue about the positive impact of using 21st Century New Literacies and digital tools with Black male middle and high school students. The authors highlight ways that teachers can effectively use digital tools in their classrooms.

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