Ethnicity as a social context for the development of African-American adolescents
By Jacquelynne S. Eccles, Carol A. Wong, S. Peck. 2006
284 citations recorded by the source corpus.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/25921b62f26549e5d496a9664e15ed87007fccee
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Ming-Te Wang
- Jacquelynne S. Eccles
- T. Cleary
- Amy Schweinle
- G. A. Mims
- Anastasia Kitsantas
- E. Glennie
- Robert Bozick
In Sociology and Political Science
- Ming-Te Wang
- E. Glennie
- Robert Bozick
- Teiahsha Bankhead
- Rupert Brown
- Anastasia Kitsantas
- Jacquelynne S. Eccles
- Tabora A. Johnson
Citations in the corpus
- Social support matters: longitudinal effects of social support on three dimensions of school engagement from middle to high school. (2012, background): “Thus, the African American youth in this study believe that education may pay off in terms of adult occupational opportunities (Eccles, Wong, & Peck, 2006).”
- Dual Identity as a Two-Edged Sword (2011, background): “For instance, academic success for African Americans and Latinos was enhanced by the development of bridging identities, affirming ethnic/racial group value while simultaneously engaging with opportunities in the wider society (Oyserman et al. 2007).”
- Noncognitive Skills in the Classroom: New Perspectives on Educational Research (2010, background): “Ascribing outcomes to internal (personal) reasons rather than external causes helps create a sense of selfefficacy and positive expectations for future success (Eccles & Wigfield, 2002; Eccles et al., 2006).”
- Hair It Is: Examining the Experiences of Black Women with Natural Hair (2014, background): “Having a positive racial identity increases self-concept and leads to greater school success [30-37].”
- Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement (2017, background): “For example, Eccles, Wong, and Peck (2006) found that SES had a significant effect on middle school students’ academic achievement, but it did not relate to students’ task values or self-concept perceptions.”
- Mathematics self-efficacy: stereotype threat versus resilience (2009, background): “Eccles et al. (2006) found that connection to one’s ethnic group compensated for feelings of discrimination at school.”