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ERIC Number: ED517886
Record Type: Non-Journal
Publication Date: 2011
Pages: 7
Abstractor: ERIC
Reference Count: 2
Opportunity NYC--Family Rewards: Qualitative Study of Family Communication
Fraker, Carolyn A.; Greenberg, David
Society for Research on Educational Effectiveness
Aimed at low-income families in six of New York City's highest-poverty communities, the Family Rewards program ties cash rewards to a pre-specified set of activities. This paper presents the qualitative findings from interviews with 77 families. It examines how families incorporated the program into their households, and specifically the techniques parents used to communicate with children about the rewards, and how children reacted to the education incentives. Specifically, the authors ask: (1) How did parents explain Family Rewards to their elementary, middle, and high school aged children? (2) What did children retain about the program rules and goals, and what were their views on receiving monetary incentives for school performance? (3) How did pre-existing tension in parent-child relationships influence parents' abilities to communicate with their child about Family Rewards? This qualitative study provides insight on how parents communicated with their children about Family Rewards. Parental decisions around how to communicate with their children about Family Rewards greatly influenced the child's understanding of the program. As important as the basic knowledge that parents shared with their children, was the way parenting style and general family communication interacted during conversations around Family Rewards. In families that already were experiencing tensions in parent-child relationships, parents were less able to incorporate the program into their regular communication and more likely to choose to limit the child's knowledge of Family Rewards. As a result of all these factors, levels of communication varied greatly from family to family. However, in cases where parents were transparent with their child about the rules and goals of Family Rewards, children still reported a vague and sometimes inaccurate understanding of the program. Communication levels shaped the children's understanding of Family Rewards and potentially affected the strength of the program in its ability to directly influence a child's academic performance. References, Tables and figures, are appended. (Contains 1 table and 1 figure.)
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Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: New York