The Journal of Genetic Psychology Research and Theory on Human Development

ISSN: 0022-1325 (Print) 1940-0896 (Online) Journal homepage: http://www.tandfonline.com/loi/vgnt20

Some Sociocultural Determinants of Academic Performance among Behaviorally Disturbed Adolescents Michael J. White , James Snyder & James Snyder To cite this article: Michael J. White , James Snyder & James Snyder (1978) Some Sociocultural Determinants of Academic Performance among Behaviorally Disturbed Adolescents, The Journal of Genetic Psychology, 133:1, 145-146, DOI: 10.1080/00221325.1978.10533369 To link to this article: http://dx.doi.org/10.1080/00221325.1978.10533369

Published online: 04 Sep 2012.

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Date: 07 November 2015, At: 10:24

The Joumal of Genetic Psychology, 1978, 133, 145-146.

SOME SOCIOCULTURAL DETERMINANTS O F ACADEMIC PERFORMANCE AMONG BEHAVIORALLY DISTURBED ADOLESCENTS* Downloaded by [York University Libraries] at 10:24 07 November 2015

Ball State University, Wichita State University,

U.S . Department of Justice, F.C.I.,Petcrsburg, Virginia

MICHAELJ. WHITE, JAMES SNYDER,AND FRANK T. LIRA The records of 110 behaviorally disturbed adolescents who had remained in Pius XII School for a minimum of four months were examined. On the basis of prior research, it was hypothesized that sex, race/ethnicity, and family stability would all be important factors in academic performance. Students were categorized according to three independent variables: sex (59 males, 51 females), race/ethnicity (37 Blacks, 34 whites, and 39 Puerto Ricans), and family stability. The latter was defined by the presence or absence of two parents residing in the home at time of admission (intact or nonintact family, respectively), and whether or not at least one parent worked. Three categories were used: intacdworking (n = 34), nonintacdworking (n = 34), and nonintacdnonworking (n = 42). Two dependent variables were observed: academic achievement [grade point average (GPA) during the three six-week grading periods after admission] and effort [mean rated class effort, 1 (excellent) to 5 (poor)]. Mean GPA and effort scores were subjected to a 2 X 3 X 3 analysis of variance. Five significant effects were observed: (a) a main effect (.01) for family stability on GPA @ intacdworking = 3.06, intacdnonworking = 2.73,xnonintacdnonworking = 2.41, F = 10.60); (b)a main effect (.01) for family stability on effort intacdworking = 2.06, X intacdnonworking = 2.21, nonintacdnonworking = 2.65, F = 9.26); a two-way interaction (.05)for race X family stability on GPA (F = 2.46); (d) a two-way interaction (.05) for race X family stability on effort (F = 1.38); and (e) a three-way interaction (.05) on effort (F = 3.45). With the use of a Newman-Keuls analysis, significant (.05, hereafter) decrements in GPA were observed between levels of declining family stabil-

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Received in the Editorial Office, Provincetown, Massachusetts, on September 13, 1977. Copyright, 1978, by The Journal Press.

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JOURNAL OF GENETIC PSYCHOLOGY

ity (intactlworking x intactlnonworking: Q = .28; intactlnonworking X nonintactlnonworking: Q = .36). Similar decreases in effort were observed only for nonintactlnonworking families compared to nonintactlworking families (Q = .37) and intactlworking families (Q = .SO). Blacks from intactlworking families achieved higher grades than both whites (Q = .34) and Puerto Ricans (Q = . 2 5 ) from comparable families. However, Blacks from nonintactlworking families demonstrated lower GPA’s than Puerto Ricans (Q = .30) and whites (Q = . 7 2 ) from similar families. Puerto Ricans also achieved lower GPA’s than whites in this category (Q = .42). Whites from nonintactlnonworking families also achieved higher GPAs than Puerto Ricans (Q = . 2 5 ) and Blacks (Q = . 2 5 ) from such families. No significant differences were observed in effort between intactlworking families regardless of race. However, whites from nonintactlworking families obtained better scores than Blacks (Q = .46) or Puerto Ricans (Q = .63). No differences were noted between Blacks and Puerto Ricans in this category, nor between Black, white, or Puerto Ricans from nonintactlnonworking families. Effort, as influenced by the three-way interaction, declined with decreasing family stability. White and Black males deviated considerably from this trend. The data suggest that single parent families are at a disadvantage in fostering competitive academic behavior among their children. Adolescents from homes where their single parent is also working are at a further disadvantage. The data also indicate that while white and Puerto Rican children suffer from the effects of family instability, they are relatively less affected than Blacks. Department of Counseling Psychology and Guidance Services Ball State University Muncie, Indiana 47306

Some sociocultural determinants of academic performance among behaviorally disturbed adolescents.

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