Center for Social Development

This study assesses African-American freshman and sophomore students’ decisions to remain in high school and their opinions regarding specific dropout prevention programs. Outcomes indicate that students believed that school completion would prepare them for the future, and were more likely to stay in school if family members supported that decision. Primary barriers to completing school relate to family issues, academic problems, and personal issues. Overall, students were most interested in intervention programs that focus on the future.

Principal Investigator: Davis, Larry
Project Start: 1/1/1998

Project End: 12/31/2000

Point of Contact:

Larry Davis

Faculty Associate, CSD

ledavis@pitt.edu

Grant Number: #MCR-63-40

	Related Products:
	Publication Year: 2007 Williams, J. H., Davis, L. E., Johnson, S. D., Williams Shanks, T. R., Saunders, J. A., & Nebbitt, V. E. (2007). Substance use and academic performance among African American high school students. Social Work Research, 31(3), p. 151-161. Publication Year: 2005 Jonson-Reid, M., Davis, L., Saunders, J., Williams, T., & Williams, J. H. (2005). Academic self-efficacy among African American youth: Implications for school social work practice. Children and Schools, 27(1), p. 5-14. Publication Year: 2002 Saunders, J., Davis, L., Williams, T., & Miller-Cribbs, J. (2002). Gender differences in self-perceptions and academic outcomes: A study of African American high school students (CSD Working Paper 02-10). St. Louis, MO: Washington University, Center for Social Development. Subsequent publication: Saunders, J., David, L., Williams, T., & Williams, J. H. (2004). Gender differences in self-perceptions and academic outcomes: A study of African American high school students. Journal of Youth and Adolescence, 33(1), p. 81-90. Williams, T., Davis, L., Miller-Cribbs, J., Saunders, J., & Williams, J.H. (2002). Friends, family and neighborhood: Understanding academic outcomes of African American youth (CSD Working Paper 02-6). St. Louis, MO: Washington University, Center for Social Development. Subsequent publication: Williams, T. R., Davis, L. E., Miller-Cribbs, J., Saunders, J., & Williams, J. H. (2002). Friends, family and neighborhood: Understanding academic outcomes of African-American youth. Urban Education, 37(3), 408-431. Davis, L., Ajzen, I., Saunders, J., & Williams, T. (2002). The decision of African American students to complete high school: An application of the theory of planned behavior (CSD Working Paper 02-5). St. Louis, MO: Washington University, Center for Social Development. Subsequent publication: Davis, L. E., Ajzen, I., Saunders, J., & Williams, T. (2002). The decision of African American students to complete high school: An application of the theory of planned behavior. Journal of Educational Psychology, 94, 810-819. Davis, L., Saunders, J., Johnson, S., Miller-Cribbs, J., & Williams, T. (2002). Predicting positive academic intentions among African American males and females (CSD Working Paper No. 02-4). St. Louis, MO: Washington University, Center for Social Development. Subsequent publication: Davis, L., Saunders, J., Johnson, S., Miller-Cribs, J., Williams, T., & Wexler, S. (2003). Predicting positive academic intentions among African American males and females. Journal of Applied Social Psychology, 33(11), 2306-2326. Publication Year: 2000 Miller-Cribbs, J., Davis, L., Cronen, S., & Johnson, S. (2000). Listening to African-American students: An exploratory analysis of factors that foster academic success (CSD Working Paper 00-1). St. Louis, MO: Washington University, Center for Social Development. Publication Year: 1998 Davis, L. E., Johnson, S., Miller-Cribbs, J., Cronen, S., & Scheuler-Whitaker, L. (1998). Factors influencing African American youths' decisions to stay in school (CSD Working Paper 98-3). St. Louis, MO: Washington University, Center for Social Development. Subsequent publication: Davis, L.E., Johnson, S., Miller-Cribs, J., & Saunders, J. (2002). A brief report: Factors influencing African American youth decisions to stay in school. Journal of Research on Adolescence, 17(3), 223-234.