Tested a four-step model involving family background parental support and demandingness, educational aspirations, and academic achievement. Data came from Israeli eighth graders within two cultural settings: transition to modernity (Arabs) and Western (Jews). Family background directly and indirectly affected academic achievement among Arabs but not Jews. Gender differences were only evident among Arabs. Parent demandingness directly related to academic achievement of Arab boys and Jewish adolescents. (Contains references.) (SM)