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Author: Fettes, Danielle L.
Resulting in 2 citations.
1. McLeod, Jane D.
Fettes, Danielle L.
Trajectories of Failure: The Educational Careers of Children with Mental Health Problems
American Journal of Sociology 113,3 (November 2007): 653-701.
Also: http://www.ncbi.nlm.nih.gov/pubmed/19855855
Cohort(s): Children of the NLSY79
Publisher: University of Chicago Press
Keyword(s): Achievement; Behavior Problems Index (BPI); CESD (Depression Scale); Children, Academic Development; College Enrollment; Depression (see also CESD); Educational Aspirations/Expectations; Educational Attainment; GED/General Educational Diploma/General Equivalency Degree/General Educational Development; High School Completion/Graduates; High School Diploma; Modeling, Growth Curve/Latent Trajectory Analysis; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); School Completion; School Dropouts

The authors draw on developmental psychopathology, life course sociology, and scholarship on educational processes to develop a conceptual framework for understanding the association of children's mental health problems with educational attainment. They use this framework to address two empirical gaps in prior research: lack of attention to mental health trajectories and the failure to consider diverse explanations. Using data from the Children of the National Longitudinal Surveys of Youth data set, the authors identify latent classes that characterize trajectories of internalizing and externalizing problems from childhood through adolescence. Youths in the classes vary significantly in their likelihoods of high school completion and college entry. The authors evaluate the ability of three sets of mediators to explain these patterns: academic aptitude, disruptive behaviors, and educational expectations. Educational expectations are important mediators independent of academic aptitude and disruptive behaviors. Social responses to youths' mental health problems contribute importantly to their disrupted educational trajectories.
Bibliography Citation
McLeod, Jane D. and Danielle L. Fettes. "Trajectories of Failure: The Educational Careers of Children with Mental Health Problems." American Journal of Sociology 113,3 (November 2007): 653-701.
2. McLeod, Jane D.
Fettes, Danielle L.
Trajectories of Failure: The Educational Careers of Children with Mental Health Problems
Presented: New York, NY, Annual Meetings of the American Sociological Association, August 2007.
Also: http://research.allacademic.com/meta/p_mla_apa_research_citation/1/8/2/9/4/p182944_index.html
Cohort(s): Children of the NLSY79, NLSY79 Young Adult
Publisher: American Sociological Association
Keyword(s): Behavior Problems Index (BPI); CESD (Depression Scale); Children, Academic Development; College Enrollment; Depression (see also CESD); Educational Aspirations/Expectations; Educational Attainment; GED/General Educational Diploma/General Equivalency Degree/General Educational Development; High School Completion/Graduates; High School Diploma; Modeling, Growth Curve/Latent Trajectory Analysis; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); School Completion; School Dropouts

Permission to reprint the abstract has not been received from the publisher.

In this paper, we address two critical gaps in prior research regarding the association of children's mental health problems with educational attainment: the lack of attention to the temporal form of the association and the failure to consider diverse explanations. Using data from the Children of the National Longitudinal Surveys of Youth data set, we identify latent classes that characterize trajectories of internalizing and externalizing problems from ages 6-8 through ages 16-18. Youth in the classes vary significantly in their likelihoods of high school completion and college entry. Youth who experienced internalizing or externalizing problems in childhood or adolescence were less likely than youth with stably low levels of problems to complete high school; youth who experienced externalizing problems at either age were less likely to enter college but college entry was only significantly associated with internalizing problems that began in childhood. We evaluated the ability of three sets of mediators to explain these patterns: academic aptitude, disruptive behaviors, and educational expectations. Educational expectations were important mediators even in the presence of controls for academic aptitude and disruptive behaviors. We conclude that social responses to youth's mental health problems contribute to their disrupted educational trajectories.
Bibliography Citation
McLeod, Jane D. and Danielle L. Fettes. "Trajectories of Failure: The Educational Careers of Children with Mental Health Problems." Presented: New York, NY, Annual Meetings of the American Sociological Association, August 2007.