Target self-esteem, school bonding, and educational expectations in programs fostering better educational experiences for Black adolescents¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 associational), q2 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

The article recommends that "Mediation findings suggest further exploration of self-esteem, school bonding, and educational expectations as potential intervention targets for programs and services designed to foster better educational experiences among Black adolescents". It further proposes multi-tiered, multi-level approaches: staff training on structural racism and implicit bias, culturally responsive discipline (e.g., the Double Check coaching model), student involvement in school and classroom decision-making, and classroom interventions fostering student–teacher relationships.

Design Implications¶

Context¶

Requirements¶

• Multi-tiered and multi-level approaches, since discriminatory cultural ecologies can inhibit high expectations and positive connections to school

Constraints¶

• School-level bonding interventions should consider a multi-level approach because structural inequities and under-resourced schools may hinder bonding for youth of color

Target Learners¶

• Black adolescents in secondary school settings

Target Learning Goals¶

• Improved grades, reduced grade repetition and exclusionary discipline, stronger school bonding and educational expectations

Affordances¶

• Pydt Developmental Assets Framework Black Adolescents

Claims¶

• Educational expectations significantly mediate the association between psychological distress and grades, grade repetition, and expulsions among Black adolescents [+W]
• School bonding significantly mediates the association between psychological distress and grades and expulsions among Black adolescents [+W]
• Self-esteem significantly mediates the association between psychological distress and grade repetition among Black adolescents [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Rose, T., Joe, S., & Hancock, G. R. (2024). Mediators that Matter: Psychological Distress, Developmental Assets, and Educational Outcomes among Black Youth. Journal of Educational Psychology. https://doi.org/10.1037/edu0000876