School Racial Composition and Changes in Black Children's Academic Engagement and Motivation During Late Elementary School.

The present study examined how attending a predominantly Black school, school quality, and school economic disadvantage influences Black children's academic engagement and motivation during late elementary school. Academic engagement and motivation were assessed in a sample of 182 Black boys and girls at ages 10 and 11. Longitudinal changes in children's academic engagement and motivation were estimated using a latent change score model. Findings indicated declines in emotional engagement for children attending predominantly Black schools, but only for those children attending lower quality schools. The current study highlights the important role of school racial composition, economic disadvantage, and school quality in shaping Black children's academic outcomes. Implications for future research on Black children's academic outcomes are discussed. Highlights: Academic engagement and motivation was assessed in a sample of Black children prior to their transition to middle school. Declines in emotional engagement were identified for Black children attending lower quality, predominantly Black schools. School racial composition and economic disadvantage predicted declines in students' academic motivation self concept. This study emphasizes the important role of school level characteristics that shape Black children's academic outcomes. [ABSTRACT FROM AUTHOR]