Family-Level Factors Affecting Social and Academic Competence of African American Children

Autor/inn/en	Washington, Tyreasa; Calkins, Susan D.; Labban, Jeffrey D.; Dollar, Jessica M.; Keane, Susan P.
Titel	Family-Level Factors Affecting Social and Academic Competence of African American Children
Quelle	In: Child & Youth Care Forum, 49 (2020) 3, S.383-407 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Washington, Tyreasa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-019-09533-5
Schlagwörter	Academic Achievement; Interpersonal Competence; African Americans; Children; Social Development; Socioeconomic Background; Parent Child Relationship; Parenting Styles; Stress Variables; Family Environment; Social Support Groups + Suchen Sie Ihr Suchwort? Schulleistung; Interpersonale Kompetenz; Afroamerikaner; Child; Kind; Kinder; Soziale Entwicklung; Sozioökonomische Lage; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienmilieu; Social support; Soziale Unterstützung
Abstract	Background: Research shows children's life trajectories and outcomes are strongly influenced by factors affecting development of social and academic competence that also interact with racial disparities in academic settings. Given the importance of social and academic competencies, identifying factors that promote these competencies among African American children is critical to their success over the life course. Objective: This study examines a socioeconomically diverse sample of African American children to determine whether family-level factors promote and protect social and academic competence. Method: We analyze longitudinal data from a convenience sample of 97 African American children (54 girls, 43 boys) and their families who participated in a larger study of social and academic development. We analyze 2 waves of data collected when children were 7 and 10 years old. Results: A series of 2-level, random-intercept, fixed-effects models show social competence is positively affected by quality of parent-child relationships, positive parenting practices, low parental stress, and routine family home environment. Similarly, academic competence is positively affected by low parental stress and family social support. Conclusions: Study findings fill a critical knowledge gap regarding predictors of social and academic competence of African American children from various socioeconomic strata. Potential avenues for intervention are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01