skip navigation

LIBRARY

Abstract Database

Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

To download this abstract, check the box next to the NCJ number then click the "Back To Search Results" link. Then, click the "Download" button on the Search Results page. Also see the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.

 

NCJ Number: 204252 Find in a Library
Title: Gender Differences in Self-Perceptions and Academic Outcomes: A Study of African American High School Students
Journal: Journal of Youth and Adolescence  Volume:33  Issue:1  Dated:February 2004  Pages:81-90
Author(s): Jeanne Saunders; Larry Davis; Trina Williams; James H. Williams
Date Published: February 2004
Page Count: 10
Publisher: http://www.wkap.nl/journalhome.htm/0047-2891 
Type: Report (Study/Research)
Format: Article
Language: English
Country: Netherlands
Annotation: This study examined gender differences in the relationship between self-perceptions (self-esteem/self-worth) and 2 academic outcomes among a sample of 243 (136 females and 107 males) African-American high school sophomores.
Abstract: Fifty-two percent of the sample reported receiving a full or partial lunch subsidy, suggesting low-income status. Thirty-one percent of the sample reported that they lived with both biological parents; 28 percent reported living with one parent; and the remaining 41 percent indicated living in a blended or extended family. Participants were surveyed in groups of 15-40 during the school day at the beginning of the school year. The study examined the impact of four domains of self-perceptions: self-esteem, racial self-esteem, academic self-efficacy, and the importance of completing school. The two dependent variables were intention to complete the school year and cumulative grade-point average. Of the 243 surveys collected, 202 had complete data for the variables of interest. Girls were found to have higher cumulative grade-point averages compared to the boys, suggesting stronger academic skills and perhaps greater effort in school. The girls also had significantly stronger intentions to complete the school year, which may be related to their better academic performance. The differences found in self-perceptions between girls and boys were consistent with those found in their academic outcomes. Girls reported higher levels of academic self-efficacy and the importance of school completion. The study did not find gender differences in students' levels of self-esteem and racial self-esteem. Given these findings, increased attention to educational programming, societal messages, and future research is warranted. 6 tables and 38 references
Main Term(s): Juvenile educational services
Index Term(s): Black/African Americans; Gender issues; Juvenile delinquency factors; School maladjustment; Self concept
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=204252

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.