African-American versus White Children and the Transition into Junior High School

This study aims to investigate differences between African-American (black) and white children as they make the transition from childhood to adolescence, from elementary to junior high school. Twelve K-6 schools from a midsize city were randomly drawn, and 512 children were followed from grades 6-7 for this analysis. Repeated measures analysis of variance is used on each of 71 dependent variables with race, gender, and grade in school as independent variables. Social class and age are controlled. On most variables there are no statistically significant racial differences in change from grade 6 to 7. Where there are significant differences, they indicate that African-American males differ from the other race/gender groups. Differences suggest an earlier adoption of behaviors and attitudes consistent with the stereotype of adolescence. They show greater indications of conflict (e. g., school problem behavior, school suspensions, and conflict with parents over friends), earlier entry to heterosexual relationships and greater expectation from parents and friends that they will date early, and greater indications of gender intensification. Also, African-American boys and girls show greater decreases in grade point average (GPA) and liking of school at entry to junior high school. On the other hand, black youths show advantages in aspects of self-image and college aspirations.