Components of School Engagement Among African American Adolescents
By Selcuk R. Sirin, L. Rogers-Sirin. 2005
115 citations recorded by the source corpus.
Subfields: Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/6c36e35bb22912c04d0a94ecf46cbaf4fab7f977
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
- Aryn M. Dotterer
- C. J. Stephens
- I. R. Hadden
- Sukkyung You
- Suna Eryigit
- J. Sharkey
In Safety Research
- Ming-Te Wang
- Jacquelynne S. Eccles
- Aryn M. Dotterer
- S. McHale
- A. Crouter
- C. J. Stephens
- I. R. Hadden
- Sukkyung You
Citations in the corpus
- RELATIONS AMONG SCHOOL ASSETS, INDIVIDUAL RESILIENCE, AND STUDENT ENGAGEMENT FOR YOUTH GROUPED BY LEVEL OF FAMILY FUNCTIONING (2008, background): “Sirin and Rogers-Sirin (2005) found school participation and school expectations were associated with academic performance beyond the influence of gender, cognitive functioning, and mother’s education.”
- African American Adolescents’ Future Education Orientation: Associations with Self-efficacy, Ethnic Identity, and Perceived Parental Support (2008, background): “Compared to white students, African American youth experience a greater proportion of achievement barriers, such as relatively low academic achievement, a tendency to disengage from the academic environment, a disproportionately high level of suspensions and expulsions, and under representation in c”
- Implications of Out-of-School Activities for School Engagement in African American Adolescents (2007, background): “Contrary to previous research showing that African American girls have higher academic achievement and school bonding than boys (Connell et al., 1994; Sirin and Sirin, 2005), we found no gender differences in school self-esteem, school bonding, or GPA in this sample of youth.”
- Social support matters: longitudinal effects of social support on three dimensions of school engagement from middle to high school. (2012, background): “Gender is related to school engagement, with girls reporting high levels of school engagement (Meece, Glienke, & Burg, 2006; Sirin & Rogers-Sirin, 2005), high levels of subjective valuing of learning (Eccles et al., 1993), greater extracurricular participation, and fewer school behavior problems…”
- Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, background): “…that seemingly innocuous events—perhaps as simple as getting a lower grade than expected or being faced with an irritable teacher—are often interpreted as confirming one’s fears and can disrupt academic performance (Murphy & Zirkel, 2015; Singh, Chang, & Dika, 2010; Sirin & Rogers-Sirin, 2005).”