The Role of Protective Factors in Supporting the Academic Achievement of Poor African American Students During the Middle School Transition

By L. Gutman, C. Midgley. 2000

560 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e89d7523942a7aa990edc462081508d71c579c29

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In Clinical Psychology

In Education

Citations in the corpus

Parent Involvement in Homework: A Research Synthesis (2008, background): “Further, the transition to middle school is an especially difficult period for many children (Carnegie Council on Adolescent Development, 1995; Gutman & Midgley, 2000), during which an increase in parent–child conflict often occurs (Laursen, Coy, & Collins, 1998).”
Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital (2008, background): “…social engagement with institutional agents at the school site pay off: Students whose parents participate in school activities and maintain contact with school personnel typically demonstrate elevated academic performance levels (Epstein, 2001; Gutman & Midgley, 2000; Stevenson & Baker, 1987).”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “…models have made it possible to examine the impact of the characteristics of micro- and exosystems such as schools, peers, and neighborhoods on changes in motivational and learning outcomes for students from different ethnic and racial backgrounds (Byrd & Chavous, 2009; Gutman & Midgley, 2000).”
Teacher—Student Relationships Among Behaviorally At-Risk African American Youth From Low-Income Backgrounds: Student Perceptions, Teacher Perceptions, and Socioemotional Adjustment Correlates (2011, background): “For some youth, the changes associated with this stage of development are accompanied by an increased risk of experiencing emotional, behavioral, and school-related difficulties (Gutman & Midgley, 2000; Roeser et al., 2000).”
Higher Education: Gaps in Access and Persistence Study. Statistical Analysis Report. NCES 2012-046. (2012, background): “Extensive research exists on the importance of parental involvement in children’s education (e.g., Jordan, Snow, and Porche 2000; Starkey and Klein 2000; Gutman and Midgley 2000; Shumow and Miller 2001).”
Student Discipline Problems and the Transition From Elementary to Middle School (2010, background): “In addition, it is during this transition to middle school that children are becoming more socially aware, self-conscious, and their relationships to their parents are changing (Gutman & Midgley, 2000).”
Parents' Educational Involvement: A Developmental Ecology Perspective (2006, background): “…mothers’ behavior was directly and indirectly (via control understanding) linked to school grades.a Perceived competence; control understanding Gutman and Midgley (2000) First year middle school students (N = 62) from families below poverty threshold and parent (79% mothers, 10%…”
Parent Involvement in Children’s Education (2009, background): “Benefits associated with greater parent involvement include higher grade point averages (Gutman & Midgley, 2000), better scores in reading and mathematics (e.g., Izzo, Weissberg, Kasprow, & Fendrich, 1999; Senechal & LeFevre, 2002), reduced special education placements and grade retentions (e.g.,…”
School Belonging and the African American Adolescent: What do We Know and Where Should We Go? (2006, background): “In a study of low-income African American middle school students, Gutman and Midgely (2000) found that students’ grade point average significantly decreased following the transition to middle school.”
Parent and Teacher Relationships as Predictors of School Engagement and Functioning Among Low-Income Urban Youth (2009, methodology): “This strategy has been used by other researchers who have examined teacher relationships during adolescence (Gutman & Midgley, 2000).”
Rural African American Adolescents' Future Orientation: The Importance of Self-Efficacy, Control and Responsibility, and Identity Development (2004, background): “…times as many African American as White children live in families below the United States’s poverty line (Brooks-Gunn, Klebanov, & Duncan, 1996), and low socioeconomic status (SES) youth are more likely to experience academic problems and fewer completed years of schooling (Gutman & Midgley, 2000).”
Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap (2002, background): “…that social support and belonging in the classroom may be one of the most important factors involved in disadvantaged students’ achievement motivation and engagement (Bowen, Richman, Brewster, & Bowen, 1998; Finn, 1989; Gutman & Midgley, 2000; Wehlage, Rutter, Smith, Lesko, & Fernandez, 1989).”