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Citation:

Sanders, M. G., & Herting, J. R. (2000). Gender and the effects of school, family, and church support on the academic achievement of African-American urban adolescents. In M. G. Sanders (Ed.), Schooling students placed at risk: Research, policy, and practice in the education of poor and minority adolescents (pp. 141-161). Mahwa, NJ: Lawerence Erlbaum Associates.

Annotation:
This study examines the effects of gender on the relationships between institutional support, school-related attitudes and behaviors, and academic achievement for African American eighth graders. It is connected to Sanders' earlier study (1998). Researchers found statistically significant differences between male and female students on each of the variables in the study. Females reported greater parent and teacher support, more church involvement, less disruptive school behavior, more positive achievement ideologies and academic self-concepts, and higher grades. In general, the females in this study had attributes that were more conducive to academic achievement. They had higher levels of positive factors and lower levels of disruptive factors. Data were collected from over 800 African American eighth grade students in an urban public school system, through the completion of a Likert-type survey. Results were analyzed using multiple regression. This study does not control for the effects of past student achievement as a predictor of current student achievement, so the results of the study should be considered correlational. Also, the study relies on self-report data by students; therefore, reports of academic achievement may reflect some inaccuracies. The authors suggest that "it is important that schools, families, and community agencies and organizations use their resources and expertise to ensure that both male and female students have the opportunity to benefit from positive contact with caring, supportive adults." They also suggest a link between lower levels of support and lower academic achievement and school success.