How do students’ changing relationships with parents, teachers, and peers influence their math/science achievement and course taking? How do these influences shift over time and within contexts defined by their level of economic disadvantage, race/ethnicity, and immigration status? To explore these issues, this research draws on nationally representative data sources that integrate extensive data on social context with academic information from high school transcripts: the National Educational Longitudinal Study (NELS: 88-92), the Adolescent Health and Academic Achievement Study, and the new transcript component of the National Longitudinal Study of Adolescent Health (Add Health).
How do students’ changing relationships with parents, teachers, and peers influence their math/science achievement and course taking? How do these influences shift over time and within contexts defined by their level of economic disadvantage, race/ethnicity, and immigration status?
