Robinson Keith, Harris Angel L
University of Texas at Austin.
Princeton University.
Soc Sci Q. 2013 Dec 1;94(5):1346-1371. doi: 10.1111/ssqu.12007.
Despite numerous studies on parental involvement in children's academic schooling, there is a dearth of knowledge on how parents respond specifically to inadequate academic performance. This study examines whether 1) racial differences exist in parenting philosophy for addressing inadequate achievement, 2) social class has implications for parenting philosophy, and 3) parents' philosophies are consequential for children's academic achievement.
Using data from the Child Development Supplement (N=1041) to the Panel Study of Income Dynamics, we sort parents into two categories-those whose parenting repertoires for addressing poor achievement include punitive responses and those whose repertoires do not. We then determine whether racial differences exist between these categories and how various responses within the aforementioned categories are related to students' academic achievement.
The findings show that white and black parents have markedly different philosophies on how to respond to inadequate performance, and these differences appear to impact children's achievement in dramatically different ways.
Educators and policy makers should pay particular attention to how parents respond to inadequate achievement as imploring parents of inadequately performing students to be more involved without providing them with some guidance might exacerbate the problem.
尽管有大量关于父母参与孩子学业的研究，但对于父母如何具体应对学业成绩不佳的情况，我们所知甚少。本研究旨在探讨：1）在应对学业成绩不足的育儿理念上是否存在种族差异；2）社会阶层对育儿理念是否有影响；3）父母的理念对孩子的学业成绩是否有影响。
利用收入动态面板研究的儿童发展补充数据（N = 1041），我们将父母分为两类——一类父母应对成绩不佳的育儿方式包括惩罚性反应，另一类父母则不包括。然后我们确定这两类之间是否存在种族差异，以及上述两类中的各种反应如何与学生的学业成绩相关。
研究结果表明，白人和黑人父母在如何应对学业成绩不佳方面有着显著不同的理念，而且这些差异似乎以截然不同的方式影响孩子的成绩。
教育工作者和政策制定者应特别关注父母如何应对学业成绩不佳的情况，因为在没有为表现不佳学生的家长提供一些指导的情况下，仅仅恳请他们更多地参与可能会使问题恶化。
