Gender, Social Support, and Academic Engagement Among African American School-Age Children

2013 ◽  
Author(s):  
Leslie K. Grier ◽  
Ioakim Boutakidis
Keyword(s):  
Social Support ◽  
African American ◽  
Academic Engagement ◽  
School Age Children ◽  
School Age ◽  
American School

Social support characteristics among nonclinical African-American and Filipino-American parents with school-age children

1996 ◽  
Vol 18 (8) ◽  
pp. 659-692 ◽  
Author(s):  
Cheryl A. Richey ◽  
Vanessa G. Hodges ◽  
Pauline Agbayani-Siewert ◽  
Kimberly Petitt
Keyword(s):  
Social Support ◽  
African American ◽  
School Age Children ◽  
School Age ◽  
Filipino American

Rare Vocabulary Production in School-Age Narrators From Low-Income Communities

2021 ◽  
Vol 52 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Jamie Mahurin-Smith ◽  
Monique T. Mills ◽  
Rong Chang
Keyword(s):  
African American ◽  
Low Income ◽  
American English ◽  
Automated Analysis ◽  
African American English ◽  
School Age Children ◽  
School Age ◽  
Language Tests ◽  
Male Sex ◽  
Language Sample

Purpose This study was designed to assess the utility of a tool for automated analysis of rare vocabulary use in the spoken narratives of a group of school-age children from low-income communities. Method We evaluated personal and fictional narratives from 76 school-age children from low-income communities ( M age = 9;3 [years;months]). We analyzed children's use of rare vocabulary in their narratives, with the goal of evaluating relationships among rare vocabulary use, performance on standardized language tests, language sample measures, sex, and use of African American English. Results Use of rare vocabulary in school-age children is robustly correlated with established language sample measures. Male sex was also significantly associated with more frequent rare vocabulary use. There was no association between rare vocabulary use and use of African American English. Discussion Evaluation of rare vocabulary use in school-age children may be a culturally fair assessment strategy that aligns well with existing language sample measures.

The significance of grit from social support and health determinants

2019 ◽  
Vol 20 (1) ◽  
pp. 47-62
Author(s):  
Whitney Key ◽  
Jang Ho Park ◽  
Philip Young P Hong
Keyword(s):  
Social Support ◽  
Academic Success ◽  
Workforce Development ◽  
Low Income ◽  
Cognitive Skills ◽  
School Age Children ◽  
Health Determinants ◽  
School Age ◽  
Job Seeking ◽  
Employment Goals

Non-cognitive skills are known to be influenced by the environment, especially regarding health and social support. One emerging non-cognitive skill is grit that can be defined as a success measure among low-income adults. It has been studied mostly among school-age children as it relates to academic success however little attention has paid to grit in workforce development. This is important to recognize as two identifiers for workforce success are social support and health. This paper aims to investigate the effects of health and social support on grit. Regression analysis was completed on 520 low-income, job seeking adults. A series of multiple regression results indicate that social support and health—physical, emotional, and general—have statistically significant independently and combined effects on grit. This finding is important for workforce development practitioners to understand when working with job seeking clients who are having difficulty in demonstrating the necessary tenacity to continue the path to achieve employment goals. 

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