Parental Expectations and Children's Academic Performance in Sociocultural Context

In this paper, we review research on parental expectations and their effects on student achievement within and across diverse racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that students' previous academic performance is...

Full description

Saved in:
Bibliographic Details
Published in:Educational psychology review 2010-09, Vol.22 (3), p.189-214
Main Authors: Yamamoto, Yoko, Holloway, Susan D.
Format: Article
Language:English
Subjects:
Academic Achievement
Academic motivation
Asian Americans
Child and School Psychology
Children's furniture
Correlation
Education
Educational Psychology
Ethnicity
Family
Hispanics
Learning and Instruction
Longitudinal Studies
Minority group students
Minority Groups
Outcomes of Education
Parent and child
Parent Aspiration
Parent attitudes
Parental expectations
Parenting
Parents
Race
Review Article
REVIEW ARTICLES
School age children
Self efficacy
Sociocultural Patterns
Socioeconomic factors
Standardized Tests
Teachers
Whites
Whiting, John Robert
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In this paper, we review research on parental expectations and their effects on student achievement within and across diverse racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity that moderate the relation between students' previous performance and parental expectations. Our review also indicates that the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority families than for European American families. We describe four mediating processes by which high parental expectations may influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article concludes with a discussion of educational implications as well as suggestions for future research.
ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-010-9121-z