Social Support and School Belonging among African American and White Children: An Application of Invariance Testing

2014 ◽  
Author(s):  
K. M. Wegmann
Keyword(s):  
Social Support ◽  
African American ◽  
School Belonging ◽  
White Children ◽  
Invariance Testing

Measuring Social Support and School Belonging in Black/African American and White Children

2015 ◽  
Vol 27 (5) ◽  
pp. 582-593 ◽  
Author(s):  
Kate M. Wegmann
Keyword(s):  
Social Support ◽  
African American ◽  
White Students ◽  
Work Practice ◽  
School Belonging ◽  
Social Work Practice ◽  
White Children ◽  
Black African ◽  
Invariance Testing ◽  
Multiple Group

Objective: To determine the suitability of the Elementary School Success Profile for Children (ESSP-C) for assessment and comparison of social support and school belonging between Black/African American and White students. Methods: Multiple-group confirmatory factor analysis and invariance testing were conducted to determine the ESSP-C’s validity for use with Black/African American and White students. Latent mean comparisons were performed to determine statistically significant differences in school belonging and social support between racial/ethnic groups. Results: The ESSP-C demonstrated partial measurement invariance at a level (93% invariant) that supports the validity of the measure for Black/African American and White students. Black/African American students reported a significantly higher mean level of school belonging compared to White students. Conclusion: The ESSP-C can be used to make valid assessments and comparisons of social support and school belonging between Black/African American and White students, which may be useful in guiding school social work practice and intervention.

Influence of Social Support on Abused African American Women's Substance Abuse

2009 ◽  
Author(s):  
Shaquita Tillman ◽  
Thema Bryant-Davis ◽  
Kimberly Smith
Keyword(s):  
Social Support ◽  
Substance Abuse ◽  
African American

Social Support and Psychosocial Health Among HIV-Seropositive African American Substance Users

2011 ◽  
Author(s):  
Maria Marcoulli ◽  
Lydia Malcolm ◽  
Vera Lopez ◽  
Dyona Augustin ◽  
Elisa Leeder ◽  
...  
Keyword(s):  
Social Support ◽  
African American ◽  
Psychosocial Health ◽  
Substance Users ◽  
Hiv Seropositive

The Role of Race in Relations of Social Support to Hippocampal Volumes Among Older Adults

2021 ◽  
pp. 016402752110172
Author(s):  
Desirée C. Bygrave ◽  
Constance S. Gerassimakis ◽  
Denée T. Mwendwa ◽  
Guray Erus ◽  
Christos Davatzikos ◽  
...  
Keyword(s):  
Social Support ◽  
Older Adults ◽  
African American ◽  
Disease Risk ◽  
Total Sample ◽  
Hippocampal Volume ◽  
Brain Pathology ◽  
Resonance Imaging ◽  
African American Older Adults

Evidence suggests social support may buffer brain pathology. However, neither its association with hippocampal volume, a marker of Alzheimer’s disease risk, nor the role of race in this association has been fully investigated. Multiple regression analyses examined relations of total social support to magnetic resonance imaging-assessed gray matter (GM) hippocampal volumes in the total sample ( n = 165; mean age = 68.48 year), and in race-stratified models of African American and White older adults, adjusting for select covariates. Results showed greater social support was associated with greater GM hippocampal volumes among African American older adults only ( p < .01). Our findings suggest greater total social support may play a role in supporting the hippocampus, particularly among African American older adults, who had lower hippocampal volumes than their White counterparts. Further research is needed to test these questions longitudinally and examine which aspects of social support may promote hippocampal integrity, specifically.

scholarly journals The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

2021 ◽  
pp. 082957352110347
Author(s):  
Luis Francisco Vargas-Madriz ◽  
Chiaki Konishi
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Parental Support ◽  
Critical Role ◽  
School Belonging ◽  
School Students ◽  
Academic Involvement ◽  
The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

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