Gender Racialized Education: Parental Expectations and the Academic Trajectory of Black Males (Poster 21): SIG-Critical Examination of Race, Ethnicity, Class and Gender in Education, Stage 1, 8:57 AM

• In Event: e-Lightening Ed-Talk Session 18 - Stage 1

Abstract

Analyzing a nationally representative sample of Black children participating in the Early Childhood Longitudinal Study (ECLS-K: 2011), we explored bidirectional relationships between parental expectations and children's reading performance across three time points in elementary school, including any potential differences by gender. After controlling for key demographic variables, a positive relationship emerged between parental expectations and Black children’s reading achievement from kindergarten to third grade but the association waned between third and fifth grade. No significant gender differences of either parental expectations or academic performance at Kindergarten were found. Findings suggest that Black parents play a crucial role in shaping their children's educational trajectory and that non-parental factors may contribute to gender disparities observed later in school.

Authors

• Joyice Robinson Myers, Virginia Commonwealth University

• Xun Liu, Virginia Commonwealth University

• Kathleen Moritz Rudasill, Virginia Commonwealth University

• Jennifer LoCasale-Crouch, Virginia Commonwealth University