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Changes in African American and Latinx Students' Perceived Ethnic-Racial Discrimination during the Middle School Transition Year
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Marraccini, Marisa E.; Hamm, Jill V.; Farmer, Thomas W. – Journal of Early Adolescence, 2022
The middle school transition year poses known challenges to early adolescent adjustment, particularly for students from ethnic and racial minoritized backgrounds who face ethnic and racial discrimination from school personnel and classmates. Drawing on a sample of 711 African American and Latinx sixth-grade students attending 17 schools, we…
Descriptors: African American Students, Hispanic American Students, Student Attitudes, Racial Discrimination
Teachers' Attunement to Students' Peer Group Affiliations as a Source of Improved Student Experiences of the School Social-Affective Context following the Middle School Transition
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Hamm, Jill V.; Farmer, Thomas W.; Dadisman, Kimberly; Gravelle, Maggie; Murray, Allen R. – Journal of Applied Developmental Psychology, 2011
A randomized control trial examined the impact of a professional development program on rural teachers' attunement to student social dynamics, and the influence of teacher attunement on students' school experiences. In intervention schools serving Latino and White rural early adolescents, teachers (N = 14) received training on social dynamics and…
Descriptors: Rural Schools, Intervention, Student Attitudes, Early Adolescents
The Dynamic Reality of Adolescent Peer Networks and Sense of Belonging
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Faircloth, Beverly S.; Hamm, Jill V. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2011
Dynamic features of peer network experiences (membership fluidity and network interconnectedness) were examined for their role in African American and White early adolescents' sense of belonging in mathematics classrooms. Because these dynamic features are naturally present in adolescents' peer group affiliations, attention to them provides a more…
Descriptors: Academic Achievement, Adolescents, Peer Groups, Mathematics Instruction
Effects of a Developmentally Based Intervention with Teachers on Native American and White Early Adolescents' Schooling Adjustment in Rural Settings
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Hamm, Jill V.; Farmer, Thomas W.; Robertson, Dylan; Dadisman, Kimberly A.; Murray, Allen; Meece, Judith L.; Song, Samuel Y. – Journal of Experimental Education, 2010
This study reports the effectiveness of a developmentally based, teacher professional development intervention aimed at improving early adolescent school adjustment. Teachers in rural schools in a Northern Plains state took part in professional development activities across a year. Following a randomized control trial design, Native American and…
Descriptors: Rural Schools, Intervention, American Indians, Academic Achievement