Single‐parent families
The role of parent’s and child’s gender on academic achievement
Bibliographic Data
| ID | 12232103 |
|---|---|
| Authors | Sang Min Lee (0000-0002-8811-3346, Korea University, corresponding author), Jason Kushner (b Counseling , University of Arkansas , Little Rock, USA) |
| Year | 2008 |
| Volume | 20 |
| Issue | 6 |
| Pages | 607-621 |
| Publication date | 2008-10-23 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Gender and Education (JOURNAL) |
| Journal identifiers | ISSN: 0954-0253 • E-ISSN: 1360-0516 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09540250802415132 |
| OpenAlex | W2057565033 |
| Language | EN |
| Citations received | 5 |
| References cited | 46 |
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
Academic achievement · Covariate · Developmental psychology · Reading (process · Single parent · Socioeconomic status · Sociology · Test (biology · Demography · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance
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| Unique citing works | 5 |
|---|---|
| Citations per year | 0,45 |
| Citation span | 2015 - 2024 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |