Stability and Change in Rural Youths' Educational Outcomes Through the Middle and High School Years

• NCJ Number: 236539
• Journal: Journal of Youth and Adolescence Volume: 40 Issue: 9 Dated: September 2011 Pages: 1077-1090
• Author(s): Dawn Witherspoon; Susan Ennett
• Date Published: 2011
• Length: 14 pages
• Grant Number(s): R01 DA13459
• Sponsoring Agency: National Institute on Drug Abuse
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This article examines developmental patterns over the course of middle and high school for a variety of schooling related indicators.

Abstract

There is a dearth of literature that examines rural youths' school transition and adaptation over the middle and high school years. Given rural education challenges, this study examines rural youths' developmental trajectories of self-reported grades and affective and behavioral educational outcomes (i.e., school belonging, value of education, school misbehavior, and extracurricular activity participation). The cohort-sequential study consisted of 3,312 African-American and White youth (50 percent female) who were surveyed over three and a half years, including the transition to high school. The results reveal significant changes in the outcomes from sixth to twelfth grade. For example, on average, school misbehavior increased over time while perceived school belonging decreased over time. Gender and race differences emerged; African-American youth reported placing higher importance on education and less participation in school activities than White youth. The discussion focuses on the importance of examining rural adolescents' educational pathways during the high school transition. (Published Abstract)