Role of Environmental Factors in Black Boy's Academic Achievement

Location

CSU Ballroom

Start Date

11-4-2017 2:00 PM

End Date

11-4-2017 3:30 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Jeffrey Brown

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Description

Despite theoretical advances in the non-eurocentric psychological study of children, comparatively little work has been done on black boys. Previous work has found that multiple environmental factors - including socioeconomic status, parenting practices, racial/ethnic identity and discrimination, and social/emotional well-being - promote risk or resilience in black boys (e.g.

Noguera, 2003; Spencer, Cole, DuPree, Glymph, & Pierre, 1993). There still exists a need to characterize the exact nature of how they shape academic achievement in this population. The proposed systematic literature review seeks to summarize and synthesize the most recent work on the topic in order to differentiate which factors are most crucial to target when supporting black boys in schools. Relevant research articles will be identified using databases such as PscyINFO, and search terms will be documented. There will be a particular focus on the specific direction and effect sizes between the environmental factors and academic achievement. The results of the systematic literature review will inform future work on the topic, and predict future directions that primary research on resilience in black boys may take. In addition, the data from the literature review will directly inform a meta-analysis to further quantify the role of environmental factors in risk and resilience on black boys.

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Apr 11th, 2:00 PM Apr 11th, 3:30 PM

Role of Environmental Factors in Black Boy's Academic Achievement

CSU Ballroom

Despite theoretical advances in the non-eurocentric psychological study of children, comparatively little work has been done on black boys. Previous work has found that multiple environmental factors - including socioeconomic status, parenting practices, racial/ethnic identity and discrimination, and social/emotional well-being - promote risk or resilience in black boys (e.g.

Noguera, 2003; Spencer, Cole, DuPree, Glymph, & Pierre, 1993). There still exists a need to characterize the exact nature of how they shape academic achievement in this population. The proposed systematic literature review seeks to summarize and synthesize the most recent work on the topic in order to differentiate which factors are most crucial to target when supporting black boys in schools. Relevant research articles will be identified using databases such as PscyINFO, and search terms will be documented. There will be a particular focus on the specific direction and effect sizes between the environmental factors and academic achievement. The results of the systematic literature review will inform future work on the topic, and predict future directions that primary research on resilience in black boys may take. In addition, the data from the literature review will directly inform a meta-analysis to further quantify the role of environmental factors in risk and resilience on black boys.

Recommended Citation

Wilson, Emily and Quincey Vaagensmith. "Role of Environmental Factors in Black Boy's Academic Achievement." Undergraduate Research Symposium, Mankato, MN, April 11, 2017.
https://cornerstone.lib.mnsu.edu/urs/2017/poster-session-B/37