Parental Racial Socialization and the Academic Achievement of African American Children: A Cultural-Ecological Approach

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Anne C. Fletcher, Associate Professor (Creator)
Christian Friend (Creator)
Andrea G. Hunter, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Using a cultural-ecological approach, this study examined: (a) associations between parental racial socialization and child academic achievement and (b) variations in these associations across child gender and family socio-economic status. Participants were 134 fifth grade African American children and their mothers. Multiple linear regression analyses were used to examine associations between two components of parental racial socialization (preparation for bias, pride development) and academic achievement (GPA) and the moderating effects of gender and SES on these associations. Preparation for bias and pride development did not significantly predict academic achievement. However, gender moderated the association between preparation for bias and academic achievement. Greater frequency of preparation for bias messages delivered to boys increased GPAs. However, as the frequency of preparation for bias messages delivered to girls increased, GPA decreased. SES did not significantly moderate the associations between either dimension of racial socialization and academic achievement.

Additional Information

Language: English
Date: 2011
racial socialization, academic achievement, african american children

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