ABSTRACT School engagement has emerged as a significant predictor of positive academic and vocational outcomes. This study investigated the effects of a culturally responsive group intervention developed for African-American youth on dimensions of school engagement. Student and teacher perceptions of school engagement before, after, and 6 weeks following the intervention were analyzed for intervention effects with a particular focus on the four dimensions of engagement: academic, behavioral, cognitive, and affective engagement. Engagement patterns differed for the intervention participants and participants in the control group had lower self- and teacher-reported engagement than those who received the group intervention.

中文翻译：

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文化认同很重要：让非裔美国女孩在中学学习

摘要 学校参与已成为积极学术和职业成果的重要预测因素。本研究调查了为非裔美国青年开发的文化敏感群体干预对学校参与维度的影响。对干预前、后和干预后 6 周学生和教师对学校参与的看法进行了干预效果分析，特别关注参与的四个维度：学业、行为、认知和情感参与。干预参与者的参与模式不同，对照组参与者的自我和教师报告的参与度低于接受小组干预的参与者。