Literaturnachweis - Detailanzeige
| Autor/inn/en | Taylor, Lorraine C.; und weitere |
|---|---|
| Titel | Influence of Parental Style and Child Duties on School Performance of African-American Students. |
| Quelle | (1992), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Adolescents; Black Family; Black Students; Blacks; Child Rearing; Child Responsibility; Children; Housework; National Surveys; Parent Child Relationship; Predictor Variables |
| Abstract | Previous research has indicated that African-American students, particularly those from low-income environments tend to be at greater risk for low academic achievement. However, income level is only one factor that contributes to low academic achievement. This study investigated the influence of other factors, including parental use of nurturant behavior and child household duties on the academic performance of at-risk African-American students. Data was obtained from a subset utilized in the National Survey of Family and Household (NSFH) data, consisting of African-American families with at least one child aged 5-18. Respondents provided information on a total of 566 students. Nurturance, control, demand, punishment, and household responsibilities were selected as the independent variables. These variables were comprised of composite scores on relevant items from the NSFH questionnaire. The analysis suggests that both high nurturance or high punishment are important for academic success. However, the best combination appears to be high nurturance and high punishment. The worst combination is clearly, low nurturance with low punishment. Although rigid control and high expectations of obedience may seem severe for middle America, such measures may be in the best interest of the child in certain environments, such as high poverty areas. As predicted child household responsibilities were negatively related to academic performance. More insight is needed on parental influences and the distribution of household responsibilities that promote academic resilience. The variables associated with positive academic outcomes for these resilient African-American students need to be isolated and analyzed. (ABL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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