Exploring school engagement of middle-class African American adolescents

Selcuk R. Sirin, Lauren Rogers-Sirin

Research output: Contribution to journalReview articlepeer-review


Because of the scarcity of knowledge about middle-class African American adolescents, the present study explored psychological and parental factors in relation to academic performance. The participants were 336 middle-class African American students and their biological mothers. The findings suggest that for African American middle-class adolescents, educational expectations and school engagement have the strongest relation to academic performance. Self-esteem was not related to academic performance. The results also indicate that positive parent-adolescent relationships, not parents' educational values, were related to better academic performance. Implications for school counselors are discussed.

Original languageEnglish (US)
Pages (from-to)323-340
Number of pages18
JournalYouth and Society
Issue number3
StatePublished - Mar 2004


  • Black adolescents
  • Engagement
  • Expectation

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)
  • Sociology and Political Science
  • General Social Sciences


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