Stevenson H W, Chen C S, Uttal D H
Center for Human Growth and Development, University of Michigan, Ann Arbor 48109-0406.
Child Dev. 1990 Apr;61(2):508-23. doi: 10.1111/j.1467-8624.1990.tb02796.x.
School achievement among black, white, and Hispanic elementary school children was investigated, and efforts were made to study the beliefs about academic achievement of the children and their mothers. A total of approximately 3,000 first, third, and fifth graders enrolled in 20 schools in the Chicago metropolitan area were given achievement tests in mathematics and reading. Black and Hispanic children performed at a significantly lower level than white children, but at fifth grade ethnic differences in mathematics scores were no longer significant when mothers' education was statistically controlled. This was not the case in reading, where differences were found after controlling for the effects of mothers' education. Interviews with subsamples of approximately 1,000 mothers and children revealed greater emphasis on and concern about education among minority families than among white families. Black and Hispanic children and mothers evaluated the children and their academic abilities highly; they were positive about education and held high expectations about the children's future prospects for education. Mothers of minority children and teachers in minority schools believed more strongly than white mothers and teachers in the value of homework, competency testing, and a longer school day as means of improving children's education.
对黑人、白人及西班牙裔小学生的学业成绩进行了调查，并努力研究这些孩子及其母亲对学业成绩的看法。在芝加哥大都市地区的20所学校就读的约3000名一年级、三年级和五年级学生参加了数学和阅读成绩测试。黑人及西班牙裔儿童的成绩显著低于白人儿童，但在五年级时，当对母亲的教育程度进行统计学控制后，数学成绩的种族差异不再显著。阅读方面情况并非如此，在控制了母亲教育程度的影响后仍发现存在差异。对约1000名母亲和孩子的子样本进行的访谈显示，少数族裔家庭比白人家庭更重视教育且更关心教育。黑人和西班牙裔儿童及其母亲对孩子及其学业能力评价很高；他们对教育持积极态度，并对孩子未来的教育前景寄予厚望。少数族裔儿童的母亲和少数族裔学校的教师比白人母亲和教师更坚信家庭作业、能力测试及延长在校时间对改善孩子教育的价值。
