NCJ Number
204252
Journal
Journal of Youth and Adolescence Volume: 33 Issue: 1 Dated: February 2004 Pages: 81-90
Date Published
February 2004
Length
10 pages
Annotation
This study examined gender differences in the relationship between self-perceptions (self-esteem/self-worth) and 2 academic outcomes among a sample of 243 (136 females and 107 males) African-American high school sophomores.
Abstract
Fifty-two percent of the sample reported receiving a full or partial lunch subsidy, suggesting low-income status. Thirty-one percent of the sample reported that they lived with both biological parents; 28 percent reported living with one parent; and the remaining 41 percent indicated living in a blended or extended family. Participants were surveyed in groups of 15-40 during the school day at the beginning of the school year. The study examined the impact of four domains of self-perceptions: self-esteem, racial self-esteem, academic self-efficacy, and the importance of completing school. The two dependent variables were intention to complete the school year and cumulative grade-point average. Of the 243 surveys collected, 202 had complete data for the variables of interest. Girls were found to have higher cumulative grade-point averages compared to the boys, suggesting stronger academic skills and perhaps greater effort in school. The girls also had significantly stronger intentions to complete the school year, which may be related to their better academic performance. The differences found in self-perceptions between girls and boys were consistent with those found in their academic outcomes. Girls reported higher levels of academic self-efficacy and the importance of school completion. The study did not find gender differences in students' levels of self-esteem and racial self-esteem. Given these findings, increased attention to educational programming, societal messages, and future research is warranted. 6 tables and 38 references