FAMILY INFLUENCES ON SCHOOL-ACHIEVEMENT IN LOW-INCOME, AFRICAN-AMERICAN CHILDREN

The authors examined the achievement-related beliefs and behaviors of parents of economically disadvantaged African American youth, and the relations among parental factors and children's academic self-concept and achievement. Forty-one children and their primary caregivers were interviewed. Parents reported on their academic-related beliefs and be haviors. Children completed measures of academic self-concept and 2 st andardized achievement tests: 1 during the summer and 1 at the end of the following school year. Significant and positive relations were fou nd between parental belief and behavior measures within the domains of reading and math; however, parental beliefs were more strongly linked with child outcomes than were parents' achievement-oriented behaviors . The relation between parental beliefs and child outcomes was not med iated by children's academic self-concept. Results are discussed in li ght of models of family influences on achievement.