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ERIC Number: EJ943018
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-0022-2984
Planning Ahead: The Relationship among School Support, Parental Involvement, and Future Academic Expectations in African American Adolescents
Trask-Tate, Angelique J.; Cunningham, Michael
Journal of Negro Education, v79 n2 p137-150 Spr 2010
The purpose of this study was to identify the social supports in the lives of African American adolescents that influence resilient academic outcomes. The authors examined 206 African American students to identify the role of parental involvement as a buffer in the relation between low school support and high academic expectations. Results revealed that high levels of school support and parental involvement facilitated the development of high academic expectations. Sex and socioeconomic status (SES) differences were also examined. High parental involvement and high SES positively influenced academic expectations for females only. For males, low parental involvement and high SES positively influenced academic expectations. These findings suggest that parental involvement has differing effects on academic outcomes for African American males and females. (Contains 4 tables and 4 figures.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A