Household Composition, Parental Expectations, and School Achievement
Bibliographic Data
| ID | 2555985 |
|---|---|
| Authors | Maxine Seaborn Thompson (North Carolina State University, corresponding author), Karl L Alexander (Johns Hopkins University), Doris R Entwisle (Johns Hopkins University) |
| Year | 1988 |
| Volume | 67 |
| Issue | 2 |
| Pages | 424 |
| Publication date | 1988-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Social Forces (JOURNAL) |
| Journal identifiers | ISSN: 0037-7732 • E-ISSN: 1534-7605 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.2307/2579189 |
| OpenAlex | W4236251773 |
| Language | EN |
| Citations received | 12 |
This paper employs a large representative sample of Baltimore first graders to examine the effects of various household configurations on children's cognitive performance. Separate analyses are presented for blacks and whites. Using a school process model that is similar to those employed at the secondary level, the analyses show that household composition has an important influence on teachers' marks, particularly reading. These effects are pronounced and most consistent for blacks. The presence of a second adult, not just the father, has beneficial effects on reading marks. Households exert their effects on end-of-first grade achievement primarily by way of parent expectations for reading marks. There is also evidence that household configurations exercise some influence on spring achievement test scores for blacks in both the verbal and the quantitative domains, but stronger in the verbal domain. These effects, in general, are smaller than those for teachers marks
Cognition · Composition (language) · Developmental psychology · Linguistics · Reading (process) · Sample (material) · Test (biology) · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance
Relations of middle school students' perceptions of family and school contexts with academic achievement
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The Black-White Achievement Gap, Family-School Links, and the Importance of Place
Race, poverty, family structure, and the inequality of schools
| Unique citing works | 12 |
|---|---|
| Citations per year | 0,41 |
| Citation span | 1997 - 2025 (29) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 12 |