Poster #25 - Examining the Protective Nature of Family Strengths on School Outcomes for Children with Marginalized Identities

• In Event: Poster Session 15

Abstract

Students of color, students with behavioral difficulties, and low-income students are disproportionately likely to be suspended from school, have poorer academic performance, and have lower levels of school connectedness (APA, 2008; Gallagher et al., 2019; Notlemeyer & McIoughlin, 2010; Mowen, 2017; Pearman et al., 2019). When students with marginalized identities are excluded from school through disciplinary practices or don’t have necessary supports to succeed academically, they are more likely than their more privileged peers to experience adverse long-term outcomes such as high school dropout and justice system involvement (e.g., Chu & Ready, 2018; Scherr & Mayer, 2019). It is critical to examine potential protective factors that can facilitate pathways for success.

Children’s development is significantly impacted not only by the risks they encounter but also by their internal and external resources across academic, social-emotional, health, and family domains that can buffer against risks across contexts (Masten & Tellegen, 2012). Children’s relationships with caregivers and strengths within the family domain (e.g., parental support, parenting practices) may be protective for children who are at higher risk of adverse school-based outcomes (e.g., suspensions, academic failure) (Masten & Tellegen, 2012; Bøe et al., 2013). Integrated student support (ISS) initiatives (e.g., the City Connects intervention) have been shown to address family-related needs (e.g., providing housing and food resources) and support strong school-caregiver connections (Heberle et al., 2021).

The present study examines the effects of having marginalized identities, including externalizing behavioral difficulties, and family strengths on school-related indicators of thriving. I hypothesize that strengths within the family domain (e.g., positive family-school communication) lessen the incidence of adverse school-related outcomes (i.e., chronic absenteeism, poor academic achievement, suspensions) for students with externalizing behavioral risks.

This study includes 3,405 3rd-9th grade students in 21 high-poverty schools in an urban area in the northeast region of the United States. The majority of students in this sample identify as Latinx (69%) or Black/African American (19%), 78% are lower income, and 52% have at least one identified externalizing behavioral need (e.g., aggressive with others). All students in this sample attended schools with an ISS model in place (City Connects), which has been shown to improve student academic outcomes and support the development of strong school-family communication (e.g., Walsh et al., 2014; City Connects, 2022). Archival data from the 2018-19 school year was utilized for this study because this was the most recent year in which data collection was not impacted by COVID-19. To investigate the research questions, linear regression and Probit regression analyses will be utilized. Race/ethnicity, grade level, and gender will be used as control variables in the study. Outcome variables include attendance, academic achievement, and suspensions. See Table 1 for detailed information on variables and Table 2 for descriptive statistics of the sample.

Findings help discern the protective impact of family strengths on school-related outcomes for students with risk factors and marginalized identities. While caregivers typically do not accompany their children to school, it is critical to investigate how their involvement can facilitate success and thriving in that setting.

Authors

• Anna Hamilton, Boston College
  Presenting Author

• Mary E. Walsh, Boston College

• Xiaohan Qian, Boston College