The Environment’s Effects on Student Trajectory through High School

McCall, C.S. (Chynna)¹, Reinke, W (Wendy)^2
1Univeristy of Missouri-Columbia, University of Missouri, 16 Hill Hall, 65211, Columbia
²University of Missouri-Columbia, University of Missouri, 16 Hill Hall, 65211, Columbia

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

High school, Scholastic competence, Self-worth, Academic outcomes, Urban setting, Growth Mixture Modeling, Diverse students

Summary

A student’s environment impacts how they perceive their ability to learn, academic performance, and how they see themselves not only as learners but also as individuals. This perception of the environment from the start of high school impacts their 12th grade and early adulthood trajectory. An understanding of the relationship between the factors of the neighborhood, students’ experiences of racism, students’ experiences of violence in their neighborhoods and their perceived scholastic competences and perceived self-worth provides us with necessary information about how and when to best intervene with students to support a shift in their perspectives of themselves. The purpose of this study was to understand how experiences of racism, neighborhood violence, and life events in ninth grade are related to their ratings of scholastic competence and self-worth throughout their high school career.  Using growth mixture modeling, trajectories of scholastic competence and self-worth were identified among a diverse sample of youth from an urban setting in the United States. It was also determined how student environments predicted the identified trajectories.  In addition, academic outcomes in 12th grade based onthe trajectories were evaluated, including academic achievement, school dropout, and college attendance.  Implication for intervention and practice will be discussed.   

Auteurs