TY - JOUR
T1 - Linking home-school dissonance to school-based outcomes for African American high school students
AU - Tyler, Kenneth
AU - Brown-Wright, Lynda
AU - Stevens-Watkins, Danelle
AU - Thomas, Deneia
AU - Stevens, Ruby
AU - Roan-Belle, Clarissa
AU - Gadson, Nadia
AU - Smith, La Toya
PY - 2010
Y1 - 2010
N2 - 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.
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.
KW - African American high school students
KW - academic cheating
KW - classroom disruptive behavior
KW - home-school dissonance
UR - http://www.scopus.com/inward/record.url?scp=77957245895&partnerID=8YFLogxK
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U2 - 10.1177/0095798409353758
DO - 10.1177/0095798409353758
M3 - Article
AN - SCOPUS:77957245895
SN - 0095-7984
VL - 36
SP - 410
EP - 425
JO - Journal of Black Psychology
JF - Journal of Black Psychology
IS - 4
ER -