School of Education, University of North Carolina at Chapel Hill, CB3500, Chapel Hill, NC 27599, USA.
Am J Orthopsychiatry. 2013 Apr-Jul;83(2 Pt 3):278-88. doi: 10.1111/ajop.12030.
This study investigated the social network system of African American early adolescents (N = 237) in rural, low-wealth schools, specifically in terms of networks with norms strongly favoring effort and achievement. Networks with norms favoring effort and achievement were more likely to be central to the social system at the end of the school year. Subsequent analyses focused on boys (n = 103) and the effects of affiliation in networks with norms that strongly favored effort and achievement. Twenty-four percent of boys sustained membership in these networks and experienced greater school valuing and likeability, but reduced admiration among peers, net of scores at the beginning of the school year. The results of the study stand to inform both an understanding of positive peer group affiliations of minority boys and intervention work with this population by clarifying developmental mechanisms that contribute to positive school adaptation among rural African American boys.
本研究调查了农村贫困学校中美国非裔早龄青少年（N=237）的社交网络系统，特别是在强调努力和成就的规范网络方面。在学年结束时，具有强调努力和成就规范的网络更有可能成为社交系统的核心。随后的分析集中在男孩（n=103）和在强烈强调努力和成就的规范网络中的联系的影响。24%的男孩维持了这些网络的成员身份，并经历了更多的学校重视和喜欢，但在扣除学年开始时的分数后，减少了同龄人对他们的钦佩。这项研究的结果有助于理解少数族裔男孩的积极同伴群体关系，并通过阐明有助于农村非裔美国男孩积极适应学校的发展机制，为该人群的干预工作提供信息。
