Abstract
This study examined the relationship between end-of-year grades and the academic, behavioral, and social characteristics of rural African American youth. Participants included 392 7th and 8th grade students from 2 rural middle schools in the south. Participants were African American and were from 2 communities that have child poverty rates exceeding 50% for public school students. Girls were more likely to have positive characteristics than boys. Academic, behavioral, and social difficulties were linked to low end-of-year grades, and positive characteristics were linked to high grades. Implications for supporting low-achieving African American students from low-resource communities are discussed.
How to Cite:
Farmer, T. W., Irvin, M. J., Thompson, J. H., Hutchins, B. C. & Leung, M., (2006) “School Adjustment and the Academic Success of Rural African American Early Adolescents in the Deep South”, Journal of Research in Rural Education 21(3), 1–14.
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