Linking Home-School Dissonance to School-Based Outcomes for African American High School Students

The current study examined associations between home-school dissonance and several academic and psychological variables among 239 African American high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including academic cheating, disruptive classroom behavior, performance avoidant and performance approach goal orientations, and poor self-reported English and math grades. Implications of this research include a more systematic incorporation of African American high school students’ out-of-school experiences into their classroom learning experiences.