Cross-Class Friendship and Academic Achievement in Middle School.
Academic achievement disparities based on parental education are robust during the middle school years. The current study examined whether cross-class friendship (i.e., reciprocal relationships between peers with different levels of parental education) decrease class-based achievement differences du...
| Publicado en: | Developmental Psychology Vol. 55; no. 8; pp. 1666 - 1680 |
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| Autores principales: | , |
| Formato: | Artículo |
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American Psychological Association
Aug2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=137593728&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 137593728 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00121649 DPS jtl: Developmental Psychology issn: 00121649 maglogo: N pubinfo: dt: Aug2019 vid: 55 iid: 8 pid: 34 pub: American Psychological Association artinfo: ui: 137593728 10.1037/dev0000755 ppf: 1666 ppct: 14 formats: tig: atl: Cross-Class Friendship and Academic Achievement in Middle School. aug: au: Lessard, Leah M. Juvonen, Jaana affil: University of California, Los Angeles su: Academic achievement Developmental psychology Friendship Psychology of middle school students Middle schools Parents Social classes Affinity groups Peers Socioeconomic factors Educational attainment sug: subj: Academic achievement Developmental psychology Friendship Psychology of middle school students Middle schools Parents Social classes Affinity groups Peers Socioeconomic factors Educational attainment Elementary and Secondary Schools keyword: academic achievement early adolescence friendship middle school parental education academic achievement early adolescence friendship middle school parental education ab: Academic achievement disparities based on parental education are robust during the middle school years. The current study examined whether cross-class friendship (i.e., reciprocal relationships between peers with different levels of parental education) decrease class-based achievement differences during a developmental phase when friends are particularly important. Relying on a sample of 4,288 sixth grade students (M = 12.03 years) from 26 ethnically diverse middle schools, multilevel analyses were conducted predicting seventhgrade grade point average, standardized achievement test scores, and teacher-rated academic engagement. The associations between parental education and academic achievement were reduced when students had at least 1 cross-class friendship at sixth grade. The findings are discussed in terms of how socioeconomic diversity of school-based friendships can level the academic playing field. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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