Linking home-school dissonance to school-based outcomes for African American high school students

Kenneth Tyler; Lynda Brown-Wright; Danelle Stevens-Watkins; Deneia Thomas; Ruby Stevens; Clarissa Roan-Belle; Nadia Gadson; La Toya Smith

doi:10.1177/0095798409353758

Linking home-school dissonance to school-based outcomes for African American high school students

Kenneth Tyler, Lynda Brown-Wright, Danelle Stevens-Watkins, Deneia Thomas, Ruby Stevens, Clarissa Roan-Belle, Nadia Gadson, La Toya Smith

Educational, School, and Counseling Psychology

Research output: Contribution to journal › Article › peer-review

12 Scopus citations

Abstract

The current study examined associations between home-school dissonance and several academic and psychological variables among 239 African American high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including academic cheating, disruptive classroom behavior, performance avoidant and performance approach goal orientations, and poor self-reported English and math grades. Implications of this research include a more systematic incorporation of African American high school students' out-of-school experiences into their classroom learning experiences.

Original language	English
Pages (from-to)	410-425
Number of pages	16
Journal	Journal of Black Psychology
Volume	36
Issue number	4
DOIs	https://doi.org/10.1177/0095798409353758
State	Published - 2010

Keywords

African American high school students
academic cheating
classroom disruptive behavior
home-school dissonance

ASJC Scopus subject areas

Anthropology
Applied Psychology

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10.1177/0095798409353758

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abstract = "The current study examined associations between home-school dissonance and several academic and psychological variables among 239 African American high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including academic cheating, disruptive classroom behavior, performance avoidant and performance approach goal orientations, and poor self-reported English and math grades. Implications of this research include a more systematic incorporation of African American high school students' out-of-school experiences into their classroom learning experiences.",

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AU - Roan-Belle, Clarissa

AU - Gadson, Nadia

AU - Smith, La Toya

PY - 2010

Y1 - 2010

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AB - The current study examined associations between home-school dissonance and several academic and psychological variables among 239 African American high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including academic cheating, disruptive classroom behavior, performance avoidant and performance approach goal orientations, and poor self-reported English and math grades. Implications of this research include a more systematic incorporation of African American high school students' out-of-school experiences into their classroom learning experiences.

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KW - classroom disruptive behavior

KW - home-school dissonance

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Linking home-school dissonance to school-based outcomes for African American high school students

Abstract

Keywords

ASJC Scopus subject areas

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