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eBook details

• Title: Black and White Fathers of Early Adolescents: A Cross-Cultural Approach to Curriculum Development for Parent Education.
• Author : North American Journal of Psychology
• Release Date : January 01, 2006
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 232 KB

Description

Black and white American fathers (n = 228) and 10-to-14 year-old adolescents (n = 289) were administered the Parent Success Indicator. The performance of fathers was rated for 60 items, included within six subscales, which consider Communication, Use of Time, Teaching, Frustration, Satisfaction, and Information Needs. Both generations in each ethnic group described favorable attributes of fathers and detected realms of learning wherein further growth seemed warranted. Statistically significant main effects for both generations of respondents and ethnicity of respondents were reported in four of the six subscales. Significant main effects for child gender were reported in two subscales. Significant interaction effects of two independent variables were also observed and discussed. Based on the combined perceptions of study participants, topics were identified for a common parenting curriculum that could serve fathers of both ethnic groups. Additional topics, based on ratings within each ethnicity, were recommended to meet the distinctive learning needs of black fathers and white fathers. The population of well-educated and affluent American black families is increasing (Clayton, Mincy, & Blankenhorn, 2003). Nevertheless, ethnicity continues to be overlooked as a factor in most studies of middle class parents. The usual explanation is that scholars who monitor the progress of subpopulations believe that social class, rather than ethnicity, is the primary determinant of success in contemporary society (Rhodes, Ochoa, & Ortiz, 2005). This perspective ignores a substantial gap that exists in student achievement. No one knows the reason, but black adolescents whose parents are economically successful tend to demonstrate lower academic test scores than white classmates from families of comparable economic status (Thernstrom, 2002). Parent behavior is among the influence variables that researchers agree warrant further consideration (Thernstrom & Thernstrom, 2003).

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