Family Environments and Children's Academic Achievement: Sex and Social Group Differences

1981 ◽  
Vol 109 (2) ◽  
pp. 155-164 ◽  
Author(s):  
Kevin Marjoribanks
Keyword(s):  
Academic Achievement ◽  
Social Group ◽  
Group Differences

Construing the Essence: The Effects of Construal Level on Genetic Attributions for Individual and Social Group Differences

2018 ◽  
Vol 44 (9) ◽  
pp. 1395-1407 ◽  
Author(s):  
Jaime L. Napier ◽  
Jamie B. Luguri ◽  
John F. Dovidio ◽  
Kathleen A. Oltman
Keyword(s):  
Social Group ◽  
Racial Group ◽  
Group Differences ◽  
Construal Level ◽  
Intergroup Attitudes ◽  
Contextual Influence ◽  
Mind Set

The present research links a nonsocial, contextual influence (construal level) to the tendency to endorse genetic attributions for individual and social group differences. Studies 1 to 3 show that people thinking in an abstract (vs. concrete) mind-set score higher on a measure of genetic attributions for individual and racial group differences. Study 4 showed that abstract (vs. concrete) construal also increased genetic attributions for novel groups. Study 5 explored the potential downstream consequences of construal on intergroup attitudes, and found that abstract (vs. concrete) construal led people to endorse genetic attributions in general and this was associated with increased anti-Black prejudice.

scholarly journals Distress and academic achievement among adolescents of affluence: A study of externalizing and internalizing problem behaviors and school performance

2009 ◽  
Vol 21 (1) ◽  
pp. 319-341 ◽  
Author(s):  
Nadia S. Ansary ◽  
Suniya S. Luthar
Keyword(s):  
Academic Achievement ◽  
Problem Behaviors ◽  
School Performance ◽  
Group Differences ◽  
Depression And Anxiety ◽  
Students At Risk ◽  
Classroom Adjustment ◽  
Internalizing Problem ◽  
The Relationship ◽  
Over Time

AbstractThe main objectives of this study were to prospectively examine the relationship between externalizing (substance use and delinquency) and internalizing (depression and anxiety) dimensions and academic achievement (grades and classroom adjustment), as well as continuity over time in these domains, within a sample of wealthy adolescents followed from 10th to 12th grades (n = 256). In both parts of the study, cluster analyses were used to group participants at 10th grade and then group differences were evaluated on adjustment outcomes over time. In Part 1, problem behavior clusters revealed differences on academic indices with the two marijuana using groups—marijuana users and multiproblem youth—exhibiting the worst academic outcomes at all three waves. For Part 2, the two lowest achieving groups reported the highest distress across all externalizing dimensions over time. Stability across the three waves was found for both personal and academic competence as well as the associations between these two domains. Results are discussed in relation to intervention efforts targeting wealthy students at risk.

scholarly journals Intelligence and How to Get It: Why Schools and Cultures Count

2010 ◽  
Vol 19 (2) ◽  
Author(s):  
Frank Nezavdal
Keyword(s):  
Academic Achievement ◽  
Social Cognitive ◽  
Educational Interventions ◽  
Group Differences ◽  
Social Perspective ◽  
The Social

In his latest work, Richard Nisbett explores past and contemporary constructions of intelligence, seeking to overturn the strong hereditarian positions of intelligence by meticulously considering the evidence for in-group and between group differences in IQ from a ‘racial’, cultural, and social perspective. Nisbett argues against the extreme hereditarian view – that nothing in the environment can much affect intelligence – arguing instead that intelligence is likely far more mutable than hereditarian authors allow. He subsequently navigates many of the social, cognitive, and educational interventions that stand to increase intelligence and academic achievement.

Racially Classified Social Group Differences in Cigarette Smoking, Nicotine Dependence, and Readiness to Quit

2013 ◽  
Vol 24 (2) ◽  
pp. 71-81 ◽  
Author(s):  
Mary Kay Rayens ◽  
Ellen J. Hahn ◽  
Anita Fernander ◽  
Chizimuzo T. C. Okoli
Keyword(s):  
Cigarette Smoking ◽  
Nicotine Dependence ◽  
Social Group ◽  
Group Differences ◽  
Readiness To Quit

Difference Matters: Teaching Students a Contextual Theory of Difference Can Help Them Succeed

2018 ◽  
Vol 14 (2) ◽  
pp. 156-174 ◽  
Author(s):  
Nicole M. Stephens ◽  
MarYam G. Hamedani ◽  
Sarah S. M. Townsend
Keyword(s):  
Social Group ◽  
Psychological Intervention ◽  
Social Justice Education ◽  
Disadvantaged Students ◽  
Group Differences ◽  
Social Psychological ◽  
Contextual Theory ◽  
Academic Benefits ◽  
Contextual Understanding ◽  
Potential Benefits

Today’s increasingly diverse and divided world requires the ability to understand and navigate across social-group differences. We propose that interventions that teach students about these differences can not only improve all students’ intergroup skills but also help disadvantaged students succeed in school. Drawing on interdisciplinary research, this article theorizes that teaching students a contextual understanding of difference can accomplish both of these important goals. Understanding difference as contextual means recognizing that social-group differences come from participating in and adapting to diverse sociocultural contexts. This article begins by reviewing research that highlights two distinct understandings of social-group differences—as contextual or essential—and demonstrates their consequences for intergroup outcomes. We then review research on multicultural and social justice education that highlights the potential benefits of educating students about social-group differences. We propose that these educational approaches are associated with intergroup and academic benefits for one key reason: They teach students a contextual theory of difference. Finally, to illustrate and provide causal evidence for our theory of how a contextual understanding of difference affords these benefits, this article provides an overview of the first social psychological intervention to teach students a contextual understanding of difference: difference-education.

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