Peer Support and the Academic Outcomes of African- American Adolescents: A Review

The academic performance of African Americans has long been a topic of interest in the research community. Findings have consistently indicated that the educational outcomes of African American students are not as positive as the outcomes for other groups, such as European and some Asian Americans (Patchen, 1982; Steele, 1992; 1998). For example, African Americans have historically experienced negative educational outcomes such as lower grade point averages, achievement test scores (Nettles & Perna, 1997), and higher dropout rates (Finn, 1989; Nettles & Perna, 1997; Slaughter, 1974). Further, disparities in academic achievement eventually contribute to lower enrollment in institutions of higher learning (NCES, 1995; Nettles & Perna, 1997), as well as more difficulty obtaining gainful employment (e.g., Nettles & Perna, 1997; Wilson, 1987).