SOCIO-ENVIRONMENTAL IMPACTS ON ACADEMIC ACHIEVEMENT: EFFECTS ACROSS GENDER AND RACE

Abstract

Using elements of Bandura's (1986) Social Cognitive Theory and Bowen's (2009) Eco Interactional Developmental Model of School Success, the impact of socio-environmental factors on academic achievement were compared across race (Black and White students) and gender (male and female). Specifically, the constructs of parental involvement and teacher relationships were examined in relation to both educational aspirations and academic achievement, as measured by GPA, advanced course taking, and high school graduation/failure rates. Data for this study came from the public use Add Health data set (Harris, 2013). Results of the SEM analysis in Stata showed that the hypothesized measurement model was inappropriate for the Black student samples and thus, comparisons across race were not possible. The analysis continued by examining the best fitting model for White male and White female students. A comparison of the direct and indirect effects revealed gender differences regarding the relationship between SES, parental involvement, and academic achievement. Implications, limitations, and future directions are discussed.