TY - JOUR
T1 - Parenting as a protective process for school success in children from homeless families
AU - Miliotis, Donna
AU - Sesma, Arturo
AU - Masten, Ann S
PY - 1999
Y1 - 1999
N2 - The role of parenting as a protective process for school success was investigated among 59 African American children 6 to 11 years old from homeless families residing in a Minneapolis shelter. Reliable scores for three dimensions of parenting—parent-child closeness, parent involvement in education, and firm discipline—were derived from ratings based on interviews with parents while they were living at the shelter. After families had left the shelter, children’s school success was assessed via three types of indicators: a) performance on a standardized achievement test; b) ratings of school records for the current school semester as well as cumulative school records; and c) teacher assessments of appropriate school behavior. Results suggested that good parenting may be protective for school success in these children. Close parent-child relationships and high parent involvement in the child’s education were associated with school success in terms of school records of achievement and behavior in school. Parent’s intellectual functioning, education level, psychological distress and firm disciplinary practices were unrelated to child academic success. Future research directions and implications for intervention are discussed.
AB - The role of parenting as a protective process for school success was investigated among 59 African American children 6 to 11 years old from homeless families residing in a Minneapolis shelter. Reliable scores for three dimensions of parenting—parent-child closeness, parent involvement in education, and firm discipline—were derived from ratings based on interviews with parents while they were living at the shelter. After families had left the shelter, children’s school success was assessed via three types of indicators: a) performance on a standardized achievement test; b) ratings of school records for the current school semester as well as cumulative school records; and c) teacher assessments of appropriate school behavior. Results suggested that good parenting may be protective for school success in these children. Close parent-child relationships and high parent involvement in the child’s education were associated with school success in terms of school records of achievement and behavior in school. Parent’s intellectual functioning, education level, psychological distress and firm disciplinary practices were unrelated to child academic success. Future research directions and implications for intervention are discussed.
UR - http://www.scopus.com/inward/record.url?scp=0009804661&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0009804661&partnerID=8YFLogxK
U2 - 10.1207/s15566935eed1002_2
DO - 10.1207/s15566935eed1002_2
M3 - Article
SN - 1040-9289
VL - 10
SP - 111
EP - 133
JO - Early Education and Development
JF - Early Education and Development
IS - 2
ER -