Achievement Levels, Outcomes, and Orientations of Black Students in Single- and Two-Parent Families
| Author (s) |
Ford, D.Y., Wright, L.B., Grantham, T.C. & Harris, J.J. |
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| Year of Publication |
1998 |
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| Publication Type |
article |
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| Name of Periodical |
Urban Education |
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| Volume |
33 |
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| Issue |
3 |
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| Page Numbers |
360-384 |
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| Editors |
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| Publisher &
Address |
Corwin Press
2455 Teller Road
Thousand Oaks, CA 91320-2218
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| Available From |
Publisher |
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| URL |
http://www.corwinpress.com/default.htm |
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| Suggested Audience |
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| Descriptors |
- African-American students
- Racial bias/discrimination
- Family life
- Parent participation
- Student placement
- Equal education
- Instruction
- Student assessment
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Content Abstract
The authors surveyed academically diverse (gifted, potentially gifted, and average) Black students (n=140) in single-parent (mother only) and two-parent families regarding their perceptions of their parents’ achievement ideologies, their own achievement ideologies, their attitudes toward school, and their perceptions of their school learning environment. The authors also examined the students’ achievement statuses (grade point average and Iowa Test of Basic Skills scores) and achievement levels (achieving versus underachieving). The findings revealed no significant differences in the achievement statuses, achievement levels, and achievement orientations/ideologies of students in the two-parent family structures. However, students from two-parent families were more likely to be identified as gifted than were those from single-parent families. Furthermore, a significant relationship appeared between the students’ own achievement ideologies and perceptions of their parents’ achievement orientations. The article includes implications and recommendations for educators and family practitioners.(abstract from article)
Methodological Notes
The study pursued five research questions: 1. How do the students’ achievements differ by family structure (single- versus two-parent families)? 2. Do Black students in different family structures hold different or similar beliefs and values about achievement? 3. What are the achievement outcomes of Black students in single- versus two-parent families? 4. Do students in different family structures hold similar or different attitudes about school and perceptions of the learning environment? and 5. What is the relationship between students’ achievement ideologies and their perceptions of parental achievement ideologies?
School personnel in five Virginia school districts gave researchers the names of the Black children identified in their districts as gifted. Because these numbers were so low due to the underrpresentation of Black students in gifted programs, the school personnel recommended the names of high-achieving Black students or students with ITBS grade 4 scores at the 70th percentile or above. Parental permission was requested and granted and students were interviewed individually for 1 to 2 hours.
Additional Comments
Reviews and Commentary by the Field
