African American and European American students’ peer groups during early adolescence: Structure, status, and academic achievement

Title:
African American and European American students’ peer groups during early adolescence: Structure, status, and academic achievement
Authors:
Wilson, Travis; Karimpour, Ramin; Rodkin, Philip C.
Abstract:
Focusing on a sample of 382 African American (206 female) and 264 European American (132 female) students in diverse fourth and fifth grade classrooms, this study investigated three questions concerning the connections between peer groups and academic achievement during early adolescence: (a) How is group structure (i.e., hierarchy and cohesion) associated with group centrality (i.e., status) in the classroom? (b) Does group structure predict academic achievement? and (c) Do peer-group status systems support or undermine academic achievement? Results were similar for African American and European American students. Group hierarchy was positively associated with group centrality but negatively associated with individual academic achievement. Individual status was positively associated with academic achievement. Discussion focuses on multifaceted peer-group influences on academic achievement and implications for educational practice.
Citation:
Wilson, Travis, R. Karimpour, and P. C. Rodkin. 2011. "African American and European American students’ peer groups during early adolescence: Structure, status, and academic achievement." Journal Of Early Adolescence 31: 74-98.
Publisher:
SAGE Publications
DATE ISSUED:
2011
Department:
Psychology
Type:
article
PUBLISHED VERSION:
10.1177/0272431610387143
PERMANENT LINK:
http://hdl.handle.net/11282/309407

Full metadata record

DC FieldValue Language
dc.contributor.authorWilson, Travisen_US
dc.contributor.authorKarimpour, Raminen_US
dc.contributor.authorRodkin, Philip C.en_US
dc.date.accessioned2013-12-23T16:08:59Z-
dc.date.available2013-12-23T16:08:59Z-
dc.date.issued2011en
dc.identifier.citationWilson, Travis, R. Karimpour, and P. C. Rodkin. 2011. "African American and European American students’ peer groups during early adolescence: Structure, status, and academic achievement." Journal Of Early Adolescence 31: 74-98.en_US
dc.identifier.issn0272-4316en_US
dc.identifier.urihttp://hdl.handle.net/11282/309407-
dc.description.abstractFocusing on a sample of 382 African American (206 female) and 264 European American (132 female) students in diverse fourth and fifth grade classrooms, this study investigated three questions concerning the connections between peer groups and academic achievement during early adolescence: (a) How is group structure (i.e., hierarchy and cohesion) associated with group centrality (i.e., status) in the classroom? (b) Does group structure predict academic achievement? and (c) Do peer-group status systems support or undermine academic achievement? Results were similar for African American and European American students. Group hierarchy was positively associated with group centrality but negatively associated with individual academic achievement. Individual status was positively associated with academic achievement. Discussion focuses on multifaceted peer-group influences on academic achievement and implications for educational practice.en_US
dc.publisherSAGE Publicationsen_US
dc.identifier.doi10.1177/0272431610387143-
dc.subject.departmentPsychologyen_US
dc.titleAfrican American and European American students’ peer groups during early adolescence: Structure, status, and academic achievementen_US
dc.typearticleen_US
dc.identifier.journalJournal Of Early Adolescenceen_US
dc.identifier.volume31en_US
dc.identifier.startpage74en_US
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