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

Research output: Contribution to journalArticlepeer-review

9 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 languageEnglish
Pages (from-to)410-425
Number of pages16
JournalJournal of Black Psychology
Volume36
Issue number4
DOIs
StatePublished - 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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