SOCIAL SKILLS AND ACADEMIC ACHIEVEMENT: DIFFERENCES BETWEEN AFRICAN AMERICAN, CAUCASIAN, AND LATINO STUDENTS

Previous studies have demonstrated a significant relationship between social skills and academic achievement (McClelland, Morrison, & Holmes, 2000; Payton et al., 2008; Wentzel 1993). This relationship may be due to Vygotsky‟s and Bandura‟s social learning theories, in which learning occurs through observation, imitation, and interaction with one‟s environment (Bandura, 1997; Vygotsky, 1978). Large differences in academic achievement among minority and non-minority students in the United States have been documented for over three decades (Coleman, 1968; National Center, 1978- 1998). Current research examining differences in social skills and academic achievement by race/ethnicity is limited in that dichotomous comparisons have been made between Caucasian and African American, or minority students (Malecki & Elliot, 2002). Social skills measures have also been questioned for their construct validity among minorities (Van Horn, Atkins-Burnett, Karlin, Landesman Ramey, & Snyder, 2007). The current study attempts to expand the understanding of the relationship between social skills and academic achievement in African American, Caucasian, and Latino third, fourth, and fifth grade students. In particular, this study examined teacherand self-rated social skills, reading and mathematics achievement, English proficiency, an estimate of intelligence, and socio-economic status. The results of the current study revealed significant differences in teacher-rated social skills by Race/Ethnicity and no differences in self-ratings. Significant group differences were found also found in reading and not math. Regression analyses revealed teacher-rated social skills did not mediate the relationship between race/ethnicity and academic achievement.Ph.D. in Psychology, July 201