Palmer, Kalani
(2013)
INCREASES IN EDUCATIONAL ATTAINMENT FOR BLACK WOMEN: IMPLICATIONS FOR PARENTING PRACTICES AND BELIEFS RELATED TO CHILDREN'S ACADEMIC SUCCESS.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This study aimed to describe and identify differences in the family culture among Black families based on socioeconomic variables (education and income). A sample of 26 Black mothers with children (5-8 years of age) enrolled in elementary school was recruited. Black mothers with children in early elementary grades described practices (e.g., mealtime routines, homework routines, reading activities, parent interactions with the school) and beliefs (e.g., future education expectations, importance of literacy) similar to those found in past studies with other racial or ethnic groups. Mothers reported strong beliefs in the importance of literacy, high levels of proactive involvement in school, and high educational expectations for children. However, differences in the family culture were evident as a function of socioeconomic status (SES). Three SES groups were formed: low SES mothers had no post-secondary attainment and low income; middle SES mothers had post-secondary attainment and low income; and high SES mothers had post-secondary attainment and high income. High SES was positively associated with aspects of the family culture that support academic achievement. Specifically, mothers in the high SES group had significantly greater education expectations for their children than mothers with low SES. In addition, high SES mothers reported proactive involvement in school (parent initiated contact) with an academic focus more often than both middle and low SES mothers. Middle SES Black mothers had a strong focus on homework completion as a priority in their home, more so than both the high and low SES groups. In contrast, parents’ expectations of schools were similar across SES groups; all mothers expected teachers that were effective, cared for students, and communicated with parents.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
13 May 2013 |
| Date Type: |
Publication |
| Defense Date: |
12 April 2013 |
| Approval Date: |
13 May 2013 |
| Submission Date: |
15 April 2013 |
| Access Restriction: |
5 year -- Restrict access to University of Pittsburgh for a period of 5 years. |
| Number of Pages: |
146 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Psychology in Education |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Family Culture
Black Families
Home Learning Environment
Parent Involvement in School
Parent Beliefs and Expectations
Maternal Education |
| Date Deposited: |
13 May 2013 18:05 |
| Last Modified: |
13 May 2018 05:15 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/18399 |
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