NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED125735
Record Type: RIE
Publication Date: 1975-Apr
Pages: 47
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Relation of Early Parent-Teacher Socialization Influences to Achievement Orientation and Self-Esteem in Middle Childhood Among Low-Income Black Children.
Slaughter, Diana T.
This longitudinal study explored (1) the power of the mother relative to affect achievement behaviors and achievement test outcomes in a sample of low-income black youth; (2) the potential role of teacher evaluation in these outcomes; and (3) the relationship between self-esteem and achievement orientation to a child's academic performance. From 1965 to 1973 56 middle school children (grades 6-8) and 40 of their mothers were studied. Variables measured were the mother's feelings toward her child, the emphasis put on academic achievement, her aspirations for her child, her relationship to the broader community, her attitudes toward the school and the stability of the child's home life. Children were given various academic and intelligence tests and were assessed on 6 personality variables. Data were organized into 9 tables, each of which are discussed individually. Results indicate that there is an early impact of the schooling experience on the children and their families which has implications for both personal-social and cognitive performance outcomes. The results also indicate that teacher evaluations and judgments interact with parental influences to produce these performance outcomes. In addition, it is suggested that parent-to-child or teacher-to-child models may be too simplistic for characterization of minority children's achievement behaviors, particularly after these children are engaged in formal schooling for an extended period. (SB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Social Science Research Council, New York, NY.; Office of Education (DHEW), Washington, DC.
Authoring Institution: Chicago Univ., IL. Chicago Early Education Research Center.
Note: Paper presented at the biennial meeting of the Society for Research in Child Development (Denver, Colorado, April 10-13, 1975)