School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students

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Ethnic differences in adolescent achievement. An ecological perspective.

L L Steinberg, S M Dornbusch, B Brown (1992)

Using data collected from a large sample of high school students, the authors challenge three widely held explanations for the superior school performance of Asian-American adolescents, and the inferior performance of African- and Hispanic-American adolescents: group differences in (a) parenting practices, (b) familial values about education, and (c) youngsters' beliefs about the occupational rewards of academic success. They found that White youngsters benefit from the combination of authoritative parenting and peer support for achievement, whereas Hispanic youngsters suffer from a combination of parental authoritarianism and low peer support. Among Asian-American students, peer support for academic excellence offsets the negative consequences of authoritarian parenting. Among African-American youngsters, the absence of peer support for achievement undermines the positive influence of authoritative parenting.

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A multivariate model of gender differences in adolescents' internalizing and externalizing problems.

Bonnie Leadbeater, Gabriel P Kuperminc, Sidney Blatt … (1999)

Gender differences observed in interpersonal and self-critical vulnerabilities, reactivity to stressful life events, quality of relationships, and self-concepts inform a multivariate theoretical model of the moderating effects of gender on internalizing and externalizing problems in adolescence. To test this model, data were collected in a 1-year prospective study from an ethnically diverse sample of 460 middle school students. Increases in girls' internalizing symptoms, compared with boys', were partly explained by greater stability in girls' interpersonal vulnerabilities and greater magnitude in coefficients linking girls' relationships with parents and peers and internalizing problems. Boys' risks for externalizing problems, compared with girls', were partly explained by the greater stability in boys' vulnerability to self-criticism. Coefficients for most pathways in the model are similar for boys and girls.