Single-Parent Families: The Role of Parent's and Child's Gender on Academic Achievement

Autor/inn/en	Lee, Sang Min; Kushner, Jason
Titel	Single-Parent Families: The Role of Parent's and Child's Gender on Academic Achievement
Quelle	In: Gender and Education, 20 (2008) 6, S.607-621 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Academic Achievement; Parent Role; Mothers; Sons; Daughters; Fathers; Gender Differences; Correlation; Adolescents; Parent Influence; Parent Child Relationship; One Parent Family; Socioeconomic Status; High School Students; Grade 10; Family Structure; Reading Achievement; Mathematics Achievement; Reading Tests; Mathematics Tests; Scores + Suchen Sie Ihr Suchwort? Schulleistung; Parental role; Elternrolle; Mother; Mutter; Son; Sohn; Daughter; Tochter; Geschlechterkonflikt; Korrelation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Single parent family; Ein-Eltern-Familie; Socio-economic status; Sozioökonomischer Status; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Familienkonstellation; Familiensystem; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesetest
Abstract	Using national survey data, the present study investigated whether adolescents living with parents of their same gender fare better on academic achievement than their peers living with opposite-gender parents. Multiple analyses of covariance (MANCOVA) procedures were employed to examine the effects of the children's gender in single-father and single-mother families on students' academic achievement, as measured by four dependent variables (reading test score, mathematics test score, English teachers' evaluation, and mathematics teachers' evaluation) while controlling the covariate, socioeconomic status. The results indicated that there were no benefits in same-gender single-parent households. Furthermore, daughters in single-father homes performed better than other parent and child combinations on academic achievement. Implications of these findings are discussed. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10