Search Results
Source: School of Education and Social Policy, Northwestern University
Resulting in 3 citations.
| 1. |
Mandara, Jelani |
|
The Effects of Parenting Styles on Adolescent Achievement Test Scores: Ethnic and Gender Differences (And Similarities) 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): Armed Forces Qualifications Test (AFQT); Birth Order; Hispanics; Home Observation for Measurement of Environment (HOME); Parent-Child Interaction; Parenting Skills/Styles; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Racial Differences; Testing Conditions; Tests and Testing Permission to reprint the abstract has not been received from the publisher. Objective. The purpose of this study was to assess the effects of parenting styles on Black, White, and Hispanic adolescents achievement test scores. Design. A total of 3290 adolescents and their mothers from the National Longitudinal Survey of Youth were assessed on various measures of parenting, math and reading achievement, SES, cognitive stimulation, and child motivation and health. The study also used different measures of demandingness, less extreme classification criteria, more control variables, and a higher proportion of Black and Hispanic youth than in previous studies. Results. Authoritative parenting was associated with high scores for all race and gender groups, even after the background factors were controlled. Authoritarian parenting was not as beneficial to African Americans or as detrimental to European Americans as in previous studies. Permissive and neglectful parenting styles were associated with lower test scores for all groups, especially for African Americans. Consequently, the race gap in achievement was non-existent for those with authoritative parents, but was rather dramatic for those with non-authoritative parents. Conclusion. Baumrind's conception of authoritative parenting is optimal for all American race and gender groups' achievement. Parenting interventions that teach this conception of authoritative parenting should be the focus of family-based prevention interventions. |
|
|
Bibliography Citation
Mandara, Jelani. "The Effects of Parenting Styles on Adolescent Achievement Test Scores: Ethnic and Gender Differences (And Similarities)." Working Paper, School of Education and Social Policy, Northwestern University, 2006. |
| 2. |
Mandara, Jelani Greene, Nereira Varner, Fatima |
|
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. |
Votruba-Drzal, Elizabeth |
|
Income Changes and Cognitive Stimulation in Young Children's Home Environments M.A. Thesis, School of Education and Social Policy, Northwestern University - Evanston, 2003 Cohort(s): Children of the NLSY79 Publisher: School of Education and Social Policy, Northwestern University Keyword(s): Academic Development; Achievement; Family Income; Home Observation for Measurement of Environment (HOME); Poverty; School Entry/Readiness Permission to reprint the abstract has not been received from the publisher. Early home learning environments are the result of interactions between the developing child and the opportunity structures provided by the family. Income is one of several resources that affect the cognitive stimulation that children experience. Using data from the National Longitudinal Survey of Youth, this study examines the influence of household income on cognitive stimulation during the transition to school (age 3-4 years to 7-8 years). Cross-sectional and longitudinal fixed effects regressions are estimated to examine income's effect. Household income positively related to the level of cognitive stimulation in children's home environments across both sets of analyses. Home environments of children in low-income households were particularly sensitive to income changes over time. The implications of these results for programs and policies that reduce disparities in school readiness are discussed. |
|
|
Bibliography Citation
Votruba-Drzal, Elizabeth. Income Changes and Cognitive Stimulation in Young Children's Home Environments. M.A. Thesis, School of Education and Social Policy, Northwestern University - Evanston, 2003. |