We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
USING AN INTERSECTIONALITY MODEL TO EXPLAIN THE EDUCATIONAL OUTCOMES FOR BLACK STUDENTS IN A VARIETY OF FAMILY CONFIGURATIONS.
- Authors
Battle, Juan; Alderman-Swain, Wanda; Tyner, Alia R.
- Abstract
Using a nationally representative sample from the National Educational Longitudinal Study (NELS) and a theoretical model of intersectionality, this research examines the longitudinal effects that a variety of single-parent households have on the educational outcomes of Black males and females. We found that: (1) in general, parental configuration in the 8th grade has no impact on educational achievement in the 12th grade or two years after high school; (2) in general, economic capital is more important in predicting educational outcomes than parental configuration; (3) Black male students in divorced households or one-parent households in the 8th grade have better outcomes in 12th grade than do their male counterparts in married or two-parent households; and (4) race, gender, and class are simultaneously intersecting categories in the family experiences and educational achievement processes of Black students.
- Subjects
SINGLE parents; AFRICAN American college students; HIGH schools; ACADEMIC achievement; FEMALES; LONGITUDINAL method; EDUCATION
- Publication
Race, Gender & Class, 2005, Vol 12, Issue 1, p126
- ISSN
1082-8354
- Publication type
Article