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.
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
