INCREASES IN EDUCATIONAL ATTAINMENT FOR BLACK WOMEN: IMPLICATIONS FOR PARENTING PRACTICES AND BELIEFS RELATED TO CHILDREN'S ACADEMIC SUCCESS

[摘要] This study aimed to describe and identify differences in the family culture among Black families based on socioeconomic variables (education and income).A sample of 26 Black mothers with children (5-8 years of age) enrolled in elementary school was recruited.Black mothers with children in early elementary grades described practices (e.g., mealtime routines, homework routines, reading activities, parent interactions with the school) and beliefs (e.g., future education expectations, importance of literacy) similar to those found in past studies with other racial or ethnic groups.Mothers reported strong beliefs in the importance of literacy, high levels of proactive involvement in school, and high educational expectations for children. However, differences in the family culture were evident as a function of socioeconomic status (SES).Three SES groups were formed: low SES mothers had no post-secondary attainment and low income; middle SES mothers had post-secondary attainment and low income; and high SES mothers had post-secondary attainment and high income.High SES was positively associated with aspects of the family culture that support academic achievement.Specifically, mothers in the high SES group had significantly greater education expectations for their children than mothers with low SES.In addition, high SES mothers reported proactive involvement in school (parent initiated contact) with an academic focus more often than both middle and low SES mothers.Middle SES Black mothers had a strong focus on homework completion as a priority in their home, more so than both the high and low SES groups.In contrast, parents’ expectations of schools were similar across SES groups; all mothers expected teachers that were effective, cared for students, and communicated with parents.

[发布机构] the University of Pittsburgh