Poster #89 - To what extent does perceived discrimination undermine the association between positive parenting and academic achievement?

• In Event: 2-055 - Poster Session 06
  In Poster Session: PS 06 Section - Education, Schooling

Integrative Statement

It has been well-established in the literature that positive parenting during the formative years has a significant and meaningful impact on individuals’ academic achievement, both during adolescence and well into young adulthood (Flouri, 2006; Hill & Tyson, 2009). In line with this finding is Bandura’s (1977) social learning theory, which suggests that parents communicate to their children the importance of certain ideals, including education and career success, through their parenting behaviors. U.S.-born children of parents who demonstrate the characteristically warm and supportive parenting style reflective of authoritative parenting, tend to report higher grade point averages, perform better on standardized tests, and in general have a more positive attitude towards school (Murray, 2009). However, despite the seemingly positive association between positive parenting and children’s academic achievement, research has shown that even the most well-intentioned efforts on the part of some parents can be undermined by factors well beyond their control. For example, Carter (2008) suggests that black adolescents are more likely than their white peers to face additional challenges that may hinder their academic success, such as having to constantly maintain a conscious awareness about racial discrimination and the potential challenges such issues may present. Furthermore, perceived discrimination of any kind, be it race, gender, or sexual orientation, have been found to have a negative impact on children and adolescents (Chavous, Rivas-Drake, Smalls, Griffin, & Cogburn, 2008). The goal of the present study therefore, is to examine the extent to which perceived discrimination undermines the association between positive parenting behaviors and academic achievement.
Sample. The study utilized data from Waves I and IV of the National Longitudinal Study of Adolescent to Adult Health (Add Health) data-set. Add Health is a longitudinal data-set, and includes individuals’ responses to questions relating to family relationships and academic achievement. At the initiation of the study, N= 20,745 participants were included. Detailed descriptions of sample and procedures can be found at: http://www.cpc.unc.edu/projects/addhealth/design. Measures included academic achievement, positive parenting, perceived discrimination, and control variables such as race/ethnicity, parent’s education, and family structure. Analytic Strategy. Structural equation models were completed using the software package STATA 13. Using Sobel-Goodman’s mediation approach, perceived discrimination was tested as a mediator on ‘positive parenting behaviors’ (separately for mother and fathers), and ‘academic achievement’. Results/Conclusion. Similar to previous findings, positive parenting both for mothers (b = .06, p < .0), and fathers (b = .03, p < .05) significantly impacted academic achievement. However, perceived discrimination fully mediated the association between positive parenting and academic achievement when entered into the model (b = .04, p = .12, mother; b = -.00, p = .96, father), as neither was no longer significant. Findings suggests that despite parents’ efforts to secure the best possible academic outcomes for their children- no matter how well fostered, well supported, or well-intended- such efforts may be hindered, if children aren’t taught early on how to deal with events such as discrimination. Parents may want to initiate such discussions early on, as well as provide support whenever necessary.

Authors

• Mellissa Gordon, University of Delaware
  Presenting Author

• Christina Woodson, University of Delaware
  Non-Presenting Author