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ERIC Number: EJ878479
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
Reference Count: 84
ISBN: N/A
ISSN: ISSN-0022-2984
Parental Influence, School Readiness and Early Academic Achievement of African American Boys
Joe, Emanique M.; Davis, James Earl
Journal of Negro Education, v78 n3 p260-276 Sum 2009
This study examined the relationship between parental influence and the school readiness of African American boys, using data from the Early Childhood Longitudinal Study: ECLS-K, Parents' influence, via their academic beliefs and behaviors, was associated with the cognitive performance of African American boys during kindergarten. While previous research has produced similar results, the present study indicates there are differences in which academic beliefs and parenting behaviors are most effective in facilitating school readiness and early achievement. Emphasizing the importance of academic skills for African American boys was associated with higher reading and mathematics achievement as well as prior enrollment in center-based child care. Parenting behaviors, such as discussing science topics, reading books, and discussing family racial and ethnic heritage, differed in their significance in predicting cognitive outcomes. Implications for differences in the kinds of parental involvement in the education of African American boys are discussed. (Contains 4 tables.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey