The Transition To High School For Academically Promising, Urban, Low-Income African American Youth - Statistical Data Included

Adolescence, Spring, 2000 by Barbara M. Newman, Mary C. Myers, Philip R. Newman, Brenda J. Lohman, Victoria L. Smith

Low-income minority parents are typically employed in work settings that provide few opportunities for autonomous decision-making. This kind of work environment influences parents' values and socialization practices by emphasizing compliance with authority and discouraging initiative and creative thought (Kohn, 1977; Greenberger & O'Neil, 1991).

Family kinship (particularly extended family) is extremely important for the well-being of African Americans, providing emotional support and stability, and buffering the effects of crises (Jayakody et al., 1993). In addition, family values regarding religiosity and ethnic identity substantially contribute to how children define and cope with stress and the demands of daily life (Taylor et al., 1994).

The nature of the inner-city neighborhood has been identified as a potentially disruptive force in the lives of African American students. In many communities, children are frequently subjected to intimidation and exposed to acts of violence (Mason et al., 1994).

The peer group is also influential. Several studies have suggested that, in contrast to other minorities, African Americans are less likely to receive support from other African Americans for academic excellence (Steinberg et al., 1992).

Finally, some have suggested that, for this population, home and school cultures are incompatible. The communal values of African Americans and the individualistic values of the school (with its emphasis on competition and individual achievement) may be in conflict (Fordham, 1988).

In short, the ecological perspective indicates that family, peers, school, and neighborbood should be examined to better understand academic achievement in the context of the transition to ninth grade.

The Relationship of Family to Academic Achievement

The family is an important factor in academic development and achievement. Many African American parents place great emphasis on educational attainment, hard work, and good moral values. Peters (1985) noted that African American parents named a good education as the primary strategy their children could employ to succeed in a racist society. In a study by Clark (1983), African American high school seniors who were high achievers were found to be from homes where parents were warm and nurturing, set clear limits on behavior, strongly encouraged academic achievement, and carefully monitored their children's activities. The parents exhibited optimism and faith in their children's ability to do well. They frequently communicated with the school, their children's older siblings, and members of the community about academic preparation and progress. In contrast, the parents of low-achieving seniors were overwhelmed by stress, felt they had little control, and exhibited signs of depression. There was also a spirit o f defeat in their homes.

Thornton et al. (1990) asked parents to name the specific socialization strategies they used with their children. They most frequently reported that they placed an emphasis on high achievement and hard work (mentioned by 22% of the parents). In regard to child rearing, Marshall (1995) found that African American parents emphasized education, religion, self-esteem, and hard work. In a study of young African American adolescents' perceptions of their parents' achievement orientation, Ford (1993) found that demographic variables, such as primary caregiver and parents' level of education, occupation, and employment status, had little relationship to students' commitment to academic achievement. These studies suggest that parental values and encouragement are more relevant than traditional measures of socioeconomic status in influencing academic achievement among low-income African American students.