CRESPAR Report #7: School-Family-Community Partnerships and the Academic Achievement of African-American, Urban Adolescents

Abstract

Drawing upon Epstein’s theory of overlapping spheres of influence, this study explores the effects of teacher, family, and church support on the school-related attitudes, behaviors, and academic achievement of African American, urban adolescents. To achieve this objective, 826 students in an urban school district in the southeastern United States completed a questionnaire measuring: (1) student perceptions of teacher support; (2) student perceptions of parental support; (3) church involvement; (4) school behavior; (5) academic self-concept; (6) achievement ideology; and (7) academic achievement. Interviews were conducted with a subset of the research population (40 students) to enhance and aid in the interpretation of the questionnaire data.