期刊名称：RSF: The Russell Sage Foundation Journal of the Social Sciences
印刷版ISSN：2377-8253
电子版ISSN：2377-8261
出版年度：2022
卷号：8
期号：3
页码：172-188
DOI：10.7758/RSF.2022.8.3.07
语种：English
出版社：Russell Sage Foundation
摘要：Youth development researchers have focused on persistent challenges facing youth in diverse urban settings; thus, we know less about youth in rural communities. Using multilevel modeling, we explored contextual factors associated with school grades and educational aspirations. We find that, on average relative to students from urban schools, students from rural schools had slightly lower school grades and substantially lower college aspirations. Latino and American Indian students from urban and rural school districts had lower school grades and educational aspirations than non-Latino and non-American Indian students. Last, developmental social and emotional skills, such as commitment to learning and positive identity, were associated with higher school grades and educational aspirations, suggesting that social and emotional learning is relevant to both urban and rural students.
关键词：rural education;positive youth development;social and emotional learning;multilevel modeling
