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Author: Greene, Nereira

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1.	Mandara, Jelani Greene, Nereira Varner, Fatima
1.	Intergenerational Predictors of the Black-White Achievement Gap in Adolescence Presented: Cambridge, MA, Achievement Gap Initiative Conference, Harvard University, June 2006. Also: http://agi.harvard.edu/events/download.php?id=41 Cohort(s): Children of the NLSY79, NLSY79 Publisher: Graduate School of Education, Harvard University Keyword(s): Child Self-Administered Supplement (CSAS); Ethnic Differences; Grandparents; Home Observation for Measurement of Environment (HOME); Intergenerational Patterns/Transmission; Parenthood; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading) Permission to reprint the abstract has not been received from the publisher. Intergenerational predictors of the Black-White achievement gap among 2108 adolescents from the NLSY were examined. The results showed that the gaps in SES and achievement significantly reduced over the past few generations. Moreover, grandparents' education and occupational prestige accounted for 20% of the achievement gap, but were completely mediated by parent and adolescent factors. Parents' SES, achievement, and parenting accounted for almost all of the remaining ethnic differences in math and reading scores. Parental demandingness and adolescent health and motivation had particularly large unique effects on achievement. It was concluded that adjusting for these differences across generations would, theoretically, all but eliminate the Black-White test score gap. The need for culturally specific parenting interventions was also discussed.
	Bibliography Citation Mandara, Jelani, Nereira Greene and Fatima Varner. "Intergenerational Predictors of the Black-White Achievement Gap in Adolescence." Presented: Cambridge, MA, Achievement Gap Initiative Conference, Harvard University, June 2006.

2.	Mandara, Jelani Greene, Nereira Varner, Fatima
2.	Intergenerational Predictors of the Black-White Achievement Gap in Adolescence Working Paper, School of Education and Social Policy, Northwestern University, 2006 Cohort(s): Children of the NLSY79 Publisher: School of Education and Social Policy, Northwestern University Keyword(s): Birthweight; Family Structure; Home Observation for Measurement of Environment (HOME); Household Composition; Intergenerational Patterns/Transmission; Parenting Skills/Styles; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Racial Differences; Test Scores/Test theory/IRT Permission to reprint the abstract has not been received from the publisher. Intergenerational predictors of the Black-White achievement gap among 2108 adolescents from the NLSY were examined. The results showed that the gaps in SES and achievement significantly reduced over the past few generations. Moreover, grandparents' education and occupational prestige accounted for 20% of the achievement gap, but were completely mediated by parent and adolescent factors. Parents' SES, achievement, and parenting accounted for almost all of the remaining ethnic differences in math and reading scores. Parental demandingness and adolescent health and motivation had particularly large unique effects on achievement. It was concluded that adjusting for these differences across generations would, theoretically, all but eliminate the Black-White test score gap. The need for culturally specific parenting interventions was also discussed.
	Bibliography Citation Mandara, Jelani, Nereira Greene and Fatima Varner. "Intergenerational Predictors of the Black-White Achievement Gap in Adolescence." Working Paper, School of Education and Social Policy, Northwestern University, 2006.

3.	Mandara, Jelani Varner, Fatima Greene, Nereira Richman, Scott
3.	Intergenerational Family Predictors of the Black–White Achievement Gap Journal of Educational Psychology 101,4 (November 2009): 867-878. Also: http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6WYD-4XRB1BJ-8&_user=10&_coverDate=11%2F30%2F2009&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_searchStrId=1445411383&_rerunOrigin=google&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=a58744d92191a40bde5e2d07444cc995&searchtype=a Cohort(s): Children of the NLSY79 Publisher: American Psychological Association (APA) Keyword(s): Child Self-Administered Supplement (CSAS); Chores (see Housework); Ethnic Differences; Family Structure; Grandparents; Home Observation for Measurement of Environment (HOME); Housework/Housewives; Intergenerational Patterns/Transmission; Parenting Skills/Styles; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading) The authors examined intergenerational family predictors of the Black–White achievement gap among 4,406 adolescents from the National Longitudinal Survey of Youth. An intergenerational model of the process by which family factors contribute to the achievement gap was also tested. The results showed that the ethnic gaps in socioeconomic status (SES) and achievement had significantly reduced over the past few generations. Moreover, measures of grandparent SES, mothers' achievement, parent SES, and a comprehensive set of reliable parenting practices explained all of the ethnic differences in achievement scores. Parenting practices such as creating a school-oriented home environment, allowing adolescents to make decisions, and not burdening them with too many chores had particularly important effects on the achievement gap. The authors conclude that adjusting for these differences would eliminate the ethnic achievement gap.
	Bibliography Citation Mandara, Jelani, Fatima Varner, Nereira Greene and Scott Richman. "Intergenerational Family Predictors of the Black–White Achievement Gap." Journal of Educational Psychology 101,4 (November 2009): 867-878.

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