Family influences on school achievement in low-income, African American children.

Abstract

The authors examined the achievement-related beliefs and behaviors of parents of economically disadvantaged African American youth, and the relations among parental factors and children's academic self-concept and achievement. Forty-one children and their primary caregivers were interviewed. Parents reported on their academic-related beliefs and behaviors. Children completed measures of academic self-concept and 2 standardized achievement tests: 1 during the summer and 1 at the end of the following school year. Significant and positive relations were found between parental belief and behavior measures within the domains of reading and math; however, parental beliefs were more strongly linked with child outcomes than were parents' achievement-oriented behaviors. The relation between parental beliefs and child outcomes was not mediated by children's academic self-concept. Results are discussed in light of models of family influences on achievement.