The Relation among Parental Factors and Achievement of African American Urban Youth

Autor/in	Wilson, Clancie Mavello
Titel	The Relation among Parental Factors and Achievement of African American Urban Youth
Quelle	In: Journal of Negro Education, 78 (2009) 2, S.102-113 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Socioeconomic Status; Mothers; Academic Achievement; Well Being; Urban Youth; African American Students; Parent Influence; Correlation; Urban Schools; Middle School Students; Social Support Groups; Parenting Styles; Student Attitudes; Negative Attitudes; Low Income Groups; High School Students; Grade Point Average + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Mother; Mutter; Schulleistung; Well-being; Wellness; Wohlbefinden; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Korrelation; School; Schools; Schule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Social support; Soziale Unterstützung; Schülerverhalten; Negative Fixierung; High school; High schools; Oberschule
Abstract	Research has suggested that low socioeconomic status is a major factor in diminishing academic achievement of African American urban youth; however, there are other factors influencing students' achievement. To examine the other factors that contribute to academic achievement, this study investigated a sample of 60 low-resource middle school parents and students (41 boys and 19 girls). Several questions addressed the relationship of socioeconomic status to achievement, academic support, social support, and mother's well-being. Additionally, the relation among mother's well-being, students' perceived monitoring by their parents, and negative learning attitudes were examined, as well as the relationship among social support and parents' well being and academic achievement, negative learning attitudes and achievement. Although several factors were examined, only those factors with significant relationships will be discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10