The role of parental perspectives in the school adjustment of innercity black children

Arthur J. Reynolds, Sukhdeep Gill

Research output: Contribution to journalArticle

53 Citations (Scopus)

Abstract

This study investigated the relative influence of parent attitudes and behaviors on the scholastic and social adjustment of 729 low-income, black sixth graders in the Longitudinal Study of Children at Risk. Data were collected from parent questionnaires on attitudes toward education, expectations for children's educational attainment, and several indicators of behaviors with or on behalf of their children. Results indicated that parents had generally positive attitudes toward their children's schooling, had high expectations for their educational attainment, and were moderately involved in their education at home and in school. Multiple regression analyses indicated that only parents' educational expectations and satisfaction with the quality of schooling were significantly associated with reading achievement, math achievement, and teacher ratings of competence and problem behaviors above and beyond family/child background factors (e.g., parent education and SES, family structure, employment status, sex). Attitudinal factors also contributed significant variance (2.4%-9.1%) to differences in cognitive and social adjustment outcomes and, to lesser degrees, changes in social adjustment from Grades 4-6 (2.2%-5.7%). Behavioral measures had negligible influences on school adjustment outcomes. Findings suggest that affective characteristics of parents deserve special attention in educational reform and intervention efforts.

Original languageEnglish (US)
Pages (from-to)671-694
Number of pages24
JournalJournal of youth and adolescence
Volume23
Issue number6
DOIs
StatePublished - Dec 1 1994

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Social Adjustment
parents
social adjustment
school
Parents
Education
parent education
teacher rating
educational reform
family structure
Mental Competency
Longitudinal Studies
Reading
longitudinal study
education
low income
school grade
Regression Analysis
regression
questionnaire

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Education
  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)

Cite this

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abstract = "This study investigated the relative influence of parent attitudes and behaviors on the scholastic and social adjustment of 729 low-income, black sixth graders in the Longitudinal Study of Children at Risk. Data were collected from parent questionnaires on attitudes toward education, expectations for children's educational attainment, and several indicators of behaviors with or on behalf of their children. Results indicated that parents had generally positive attitudes toward their children's schooling, had high expectations for their educational attainment, and were moderately involved in their education at home and in school. Multiple regression analyses indicated that only parents' educational expectations and satisfaction with the quality of schooling were significantly associated with reading achievement, math achievement, and teacher ratings of competence and problem behaviors above and beyond family/child background factors (e.g., parent education and SES, family structure, employment status, sex). Attitudinal factors also contributed significant variance (2.4{\%}-9.1{\%}) to differences in cognitive and social adjustment outcomes and, to lesser degrees, changes in social adjustment from Grades 4-6 (2.2{\%}-5.7{\%}). Behavioral measures had negligible influences on school adjustment outcomes. Findings suggest that affective characteristics of parents deserve special attention in educational reform and intervention efforts.",
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The role of parental perspectives in the school adjustment of innercity black children. / Reynolds, Arthur J.; Gill, Sukhdeep.

In: Journal of youth and adolescence, Vol. 23, No. 6, 01.12.1994, p. 671-694.

Research output: Contribution to journalArticle

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