| Citation: | Sanders, M. G. (1998). The effects of school, family, and community support on the academic achievement of African American adolescents. Urban Education, 33(3), 385-409. EJ572943. |
Annotation:
This study examines the effects of perceived parent support, teacher support, and church involvement on attitudinal/behavioral variablesÑacademic self-concept, achievement ideology, and school behaviorÑand the effects of these variables on the academic achievement of African American adolescents. The attitudinal/behavioral variables were positively and significantly correlated with each of the support variables and with academic achievement. Perceived teacher and parent support positively influenced student school conduct. Perceived parental support and church involvement had moderate and positive effects on student academic self-concept. The researcher also determined that the effects of combined support on academic self-concept and achievement ideology were stronger than the independent effects of support from any of the institutions (school, family, and church) alone. Students triply benefit when they receive support from all three. Over 800 African American eighth grade students in an urban public school system completed a Likert-type survey. In addition, 40 students were selected for in-depth, semi-structured, face-to-face interviews. This study does not control for the effects of past student achievement as a predictor of current student achievement, so the results should be considered correlational. Also, the study relies on self-report data by students and may contain some inaccuracies. This study gives information about how a particular community connection, church involvement, can impact student success in school.
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