School-family-community partnerships and the academic achievement of African American urban adolescents

Abstract

Drawing on J. Epstein's theory of overlapping spheres of influence (1991, 1995), 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. Results of the quantitative and qualitative analyses show that students' perceptions of teacher and parental academic support and church involvement indirectly influence achievement through their positive and significant influence on one or more of the attitudinal and behavioral variables measured. Students' academic self-concepts, achievement ideology, and school behavior, therefore, are qualities influenced by the school, family, and church. Partnership activities among these institutions that may enhance these qualities for more students are discussed.