Unpacking Racial/Ethnic Differences in the Associations between Neighborhood Disadvantage and Academic Achievement: Medi
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EMPIRICAL RESEARCH
Unpacking Racial/Ethnic Differences in the Associations between Neighborhood Disadvantage and Academic Achievement: Mediation of Future Orientation and Moderation of Parental Support Yunyu Xiao
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Meghan Romanelli3,4 Carolina Vélez-Grau3,5 Michael A. Lindsey3,5 ●
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Received: 28 June 2020 / Accepted: 7 September 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Despite the extensive literature on the deleterious effects of perceived neighborhood disadvantage on academic achievement, there is a dearth of information on racial/ethnic differences in the underlying roles of future orientation and parental support that may mediate or moderate this association. Using data from 3618 students in grades 6–9 (50% female, Meanage = 12.9 [1.3], 6.99% Black, 10.39% Hispanic/Latino, 82.61% White) in two communities in North Carolina during 2009-2014 who completed the School Success Profile, a self-report social environmental assessment, this study conducted multiple group analyses across three racial/ethnic groups (Black, Hispanic/Latino, White), revealing that perceived neighborhood disadvantage was associated with lower future orientation, which in turn was related to poorer academic achievement. The mediating effects were stronger among Black youth compared to White and Hispanic/Latino adolescents. Adolescents with high parental support were minimally affected by perceived neighborhood disadvantage. The findings identify nuanced racial/ethnic disparities in perceived neighborhood influences on academic achievement and raise important intervention targets to promote academic achievement among disadvantaged subgroups. Keywords Neighborhood disadvantage Future orientation Academic achievement Parental support Multiple group analysis Racial/ethnic disparities ●
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Introduction Racial and ethnic disparities in academic achievement have been documented over the past decades in the United States, with Black and Hispanic/Latino adolescents consistently reporting poorer test scores, higher prevalence of
* Yunyu Xiao [email protected] 1
School of Social Work, Indiana University Bloomington, Bloomington, IN, USA
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School of Social Work, Indiana University–Purdue University Indianapolis, Indianapolis, IN, USA
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McSilver Institute for Poverty Policy and Research, New York, NY, USA
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School of Social Work, University of Washington, Seattle, WA, USA
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Silver School of Social Work, New York University, New York, NY, USA
school dropout, and lower graduation rates than their White counterparts (Paschall et al. 2018; Turcios-Cotto and Milan 2013). During adolescence, academic achievement is important because academic accomplishments and failure at present determine an individual’s future academic career and job opportunities (Rana and Mahmood 2010). For racial/ethnic minority students, achieving good academic performance is seen as an avenue of upward mobility to attain the same success as their White counterparts. There are structural c
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