Influence of Black Parenting on African American Male’s
Achievement
on the influence of black parenting on children’s academic performance. In
particular, the research will focus on parenting African American males. In
this research proposal, the background, context and theme of the study are
presented; the objectives of the study and the research statements are
formulated. Here, vital concepts, questions and assumptions are stated.
Finally, the scope and limitation of the study, methodology to be used and the
significance of the research are discussed.
The impetus for
undertaking this study stems from the fact that more African American females
have better academic achievements compared to African American males. In this
context, the author believes that somehow, current black parenting strategies
in relation to children’s education are more beneficial to females than to
males. It is therefore a very crucial factor in understanding the academic
performance of black male children.
even when circumstances are more favorable. When reviewing
traditional research and literature many authors focus on how the classic
variables influence parental success; Age, income, education and demographics,
etc., have all been at the center of the most popular research. What we
have now learned, via more current research, is that children of
Black parents, across socioeconomic boundaries disproportionately occupy the
most undesirable positions in American Society. We know that racism is a
constant and significant variable that poses obstacles for Black
youth. We also know that a number of modern day scholastic
challenges facing the Black family has its roots within it.
the same aspirations as do parent White Middle class parents of achieving
children. She also goes on to explain how Black children have internalized the
same desires and need for achievement as those White children who do achieve.
Yet, Black children, regardless of their parental circumstance (poor, single
family, married or middle income) still underachieve. This study will take a
closer look, in part, at how Black parents align their aspirations for
their children with their parental styles and/or behaviors.
Study
Generally, the purpose of the research is to conduct a
descriptive study on the effectiveness of black parenting on African American
male. The research will specifically investigate the kind of parenting employed
by African American parents in relation to their children’s educational
achievement. This proposed study will detail the current theories and practices
in black parenting, and will attempt to present significant findings on its
effect on academic performance of African American male children. Primarily,
the objectives of the study include a recommendation on how to effectively
parent an African American male.
other authors regarding black parenting and African American male educational
performance. Initially, such discussions will be based on the studies made by
Brewer (2002), the African American Men Project (2001, 2002), Mays et al.
(1999), Ross (1998), and Myers and
(1998). Other literature of the same topic will be included and reviewed as
this study progresses. There is a lack of studies relating black parenting and
African American male education. Thus the abovementioned studies tackle black
parenting and African American male education separately. In this light, this
study will attempt to close the gap and relate black parenting and African
American male academic achievement.
relationship between black parenting and the academic performance of African
American male children. Currently, in the
black males lag behind black females in terms of educational attainment. As
compared to black males, more African American women graduate in college.
Moreover, less black women are at-risk, thus, employment is not difficult for
them. This study will discuss how African American parents handle their
children; how they motivate their children to study. The study will focus on
determining how black male children perceive the kind of parenting they are
having.
Objectives of the Study
The objectives of this study are:
1. To examine the different black parenting strategies.
African American males in the
3.
children view parenting as implemented in their families.
4.
parenting and black male educational performance.
5.
know other factors that affect African American male educational performance.
Significance of the Study
This study will be a
significant endeavor in promoting effective black parenting in the
will be helpful to black parents because this study will serve as a guide for
them when considering their children’s academic achievement. Moreover, this
study is a significant contribution to the growing research on black parenting.
More specifically, this study will be beneficial to academics who are pursuing
research on the effects of parenting on African American male children
education.
of Research to be Used
style='mso-ansi-language:EN-GB'>There are three kinds of research methods,
correlational, experimental and descriptive. (Walliman and Baiche, 2001) The
correlational kind of research method is used due to ethical problems with
experiments. It is also used due to practical problems with experiments.
Moreover, inferring causality from correlation not actually impossible, but
very difficult. This mode of study is widely applicable, cheap, and usually
ethical. Nonetheless, there exist some "third variable" issues and
measurement problems.
style='mso-ansi-language:EN-GB'>The correlational research refers to
relationships between variables through the use of correlational statistics
(r). The square of a correlation coefficient yields the explained variance
(r-squared). A correlational relationship between two variables is occasionally
the result of an outside source, so we have to be careful and remember that
correlation does not necessarily tell us about cause and effect. If a strong
relationship is found between two variables, using an experimental approach can
test causality.
style='mso-bidi-font-size:24.0pt;line-height:200%;mso-font-kerning:18.0pt;
mso-ansi-language:EN-GB'>On the other hand, the experimental method
to establish cause-and-effect relationships. (Creswell, 1994) That is, it is
the only one that can be used to explain the bases of behaviour and mental
processes. In this method, the subjects are split into two (or more) groups.
One group, called the experimental group gets the treatment that the researcher
believes will cause something to happen (this treatment is formally called the
independent variable). The experimental and control groups are compared on some
variable that is presumed to reflect the effects of the treatment, or outcome.
This is formally referred to as the dependent variable.
For this study, the descriptive research method will
be utilized. In this method, it is possible that the study will be cheap and
quick. It can also suggest unanticipated hypotheses. Nonetheless, this method
will be very hard to rule out alternative explanations and especially infer
causations. This descriptive type of research utilizes observations in the
study. To illustrate the descriptive
type of research, Creswell (1994) states that the descriptive method of
research is to gather information about the present existing condition.
employing this method is to describe the nature of a situation, as it exists at
the time of the study and to explore the cause/s of particular phenomena. The
researcher opts to use this kind of research considering the desire of the
researcher to obtain first hand data from the respondents so as to formulate
rational and sound conclusions and recommendations for the study.
credible recommendations, this study will utilize two sources of research:
primary and secondary. Primary research
data will be obtained through this new research study. Questionnaire survey and
focus group will be conducted. On the other hand, the secondary research data
will be obtained from previous studies on the same topic.
through quantitative
iterative approach. During data gathering the choice and design of methods will
be constantly modified, based on ongoing analysis. This will allow
investigation of important new issues about employee training and questions as
they arise, and allow the researcher to drop unproductive areas of research
from the original research plan.
This study
will also employ qualitative research method because it intends to find and
build theories that will explain the relationship of one variable with another
variable through qualitative elements in research. Through this method,
qualitative elements that do not have standard measures such as behavior,
attitudes, opinions, and beliefs will be analysed.
focus, involving an interpretative, naturalistic approach to its subject
matter. This means that qualitative researchers study things in their natural
settings, attempting to make sense of, or interpret phenomena in terms of the
meanings people bring to them. Accordingly, qualitative researchers deploy a
wide range of interconnected methods, hoping always to get a better fix on the
subject matter at hand.
For
this research design, the researcher will gather data, collate published
studies from different local and foreign universities and articles from books
and journals; and will make a content analysis of the collected documentary and
verbal material. Afterwards, the researcher will summarize all the information,
make a conclusion based on the hypotheses posited and provide insightful
recommendations on employee training.
survey and focus group will be conducted. The process will include identifying
the general population for the survey, designing of the instrument
(survey-questionnaire) and validation of the instrument. After the validation,
the researcher will present the instrument to the supervisor for approval,
before administering the instrument. Finally, with the help of a statistician,
the researcher will make the statistical analysis. After gathering the results,
a preliminary analysis of the results of the survey and focus group discussion
will be conducted. Then the supervisor will check the preliminary analysis.
Afterwards, the researcher will conduct detailed analysis of the results.
for this study because of the relatively short period of time allotted to
finish the project. This might have an impact on the results of the study.
Respondents
of the Study
The general population for this study will be composed of selected black
male high school students, numbering to 100 respondents. 80 respondents will be
male and 20 female. Female respondents
will be considered for comparison purposes. The respondents will be selected
from five different secondary schools. 16 males and 4 females will come from
each school. This study will not discuss in detail other variables such as
socioeconomic conditions, religion, etc. The researcher thinks that a separate
study is necessary for examining the aforementioned variables.
The researcher shall also conduct a focus group involving seven African
American parents. These participants will only include those who have both male
and female children. This is purposive because the study will attempt to
compare the academic achievements of male and female children as influenced by
parenting.
Instruments to be
Used
To determine the effectiveness
of parenting on black children’s academic achievement, the researcher will
prepare a questionnaire and a set of guide questions for the focus group that
will be asked to the intended respondents. The respondents will grade each statement
in the survey-questionnaire using a Likert scale with a five-response scale
wherein respondents will be given five response choices. The equivalent weights
for the answers will be:
4.50
– 5.00 Strongly
Agree
0.00 – 1.49 Strongly
Disagree
mso-ansi-language:EN-GB'>
mso-ansi-language:EN-GB'>Validation of the Instrument
For validation purposes, the
researcher will initially submit a sample of the set of survey questionnaires
and after approval; the survey will be conducted to five respondents.
researcher will ask the respondents for any suggestions or any necessary
corrections to ensure further improvement and validity of the instrument.
of the interview questions to find out the reliability of the instrument.
questions and will change words that would be deemed difficult by the
respondents, to much simpler terms.
Limitations of the Study
parenting on the academic achievements of African American males. Analysis in
this study will be limited on the outcome of the survey and focus group that
will be conducted. A limitation for this study includes the difficulty to disregard other
variables in black parenting that affect children’s educational performance. As
a result, the researcher will include factors such as socioeconomic condition
only as support.
Additionally, readers should
be aware that the results of a qualitative study may not be highly
generalizable or easily replicated. However, as this study was based on a
specific set of questions, one can conjecture that it and its research methods
could be replicated.
RESEARCH MANAGEMENT
overall aim the researcher will first examine black parenting in the
review of related literature on the influence of parenting on African American
children’s education, socialization and behavior and other relevant themes will
be undertaken. Afterwards, the researcher will identify main issues and
problems. The researcher will design the instrument to be used in survey and
focus group discussion; it will be validated and approved by the supervisor.
After the approval, the researcher will conduct the survey and focus group with
the help of some friends. The researcher
will make sure that the information given by the respondents and interviewees
will be confidential. Finally, after the presentation and analysis of the data,
the researcher will generate significant conclusions and insightful
recommendations.
first chapter will introduce the topic and the background of the problem.
Chapter Two will discuss and review the available literature mainly on the
influence of black parenting on African American male academic achievement.
Chapter Three will discuss the methods that will be used. Chapter Four will be
the presentation and analysis of the results of the survey and interview.
Finally, the Chapter Five will provide the conclusion and recommendation.
OF THE STUDY
of African American Children Living Condition
in urban poverty run a disproportionately higher risk for negative psychosocial
and educational outcomes than more affluent African American and Caucasian
children (Children's Defense Fund, 1995). This excess vulnerability is
reflected in the higher prevalence of dysfunctional outcomes in urban African
American children which range from mild behavior problems and early academic
difficulties to more insidious and debilitating problems, such as early
initiation into substance use and abuse, delinquency, school failure and
dropout, adolescent parenthood, and early violent death (Black Community
Crusade for Children, 1993; Hammond & Yung, 1994). This state of enhanced
socio-ecologic risk can be attributed to multiple interacting factors that fall
into two broad domains: (1) influences from the social context that are distal
to the family, and (2) more proximal family/parental factors. In addition, both
factors that confer risk and serve as protectors or mediators must be
distinguished.
reside in social contexts with depleted resources (Myers & Taylor, 1998).
These communities are often characterized by substandard housing conditions,
which contribute to children's increased risk for accidents (Reed, 1992;
Klerman, 1991), limited access to preventive and ambulatory medical care
(Klerman, 1991), and disproportionately high rates of substance abuse and crime
(Myers, 1989). The schools in these neighborhoods are frequently overcrowded
and lack adequate material resources necessary to provide a competitive
education (Kozol, 1991). These children also suffer greater exposure to
community violence due to the proliferation of illicit drug trade and blossoming
gang activity. As such, they are more likely to witness violence, to engage in
aggressive and violent acts, as well as to be victims of violence (Attar et
al., 1994; Osofsky et al., 1994). This risk of exposure and victimization is
further compounded by the lack of resources to treat effectively those children
who evidence post-traumatic stress symptoms (Pynoos & Nader, 1988).
limit the ability of families to provide adequately for and prepare their
children to function optimally in society, and clearly compromise the ability
of families to protect their children adequately (Garmezy, 1993; Myers, 1989).
African American Family
distal risk factors have on families are magnified by more proximal family and
parental risk and protective factors (Garbarino et al., 1991). For example,
parental psychological distress, substance use, and psychopathology exacerbate
the debilitating effects of socioeconomic disadvantage. Among the proximal
factors that increase risk for negative outcomes in African American children
are: disruptions in family structure due to economic downturns and regressive
social policies, which increase the likelihood of living in persistently poor,
single-parent households (McLoyd, 1990); high exposure to acute and chronic
life stresses (Dressier, 1985); high parental psychological distress and
physical disability (McAdoo, 1986); ineffective parental coping (Garbarino et
al., 1991); hostile-rejecting parenting practices, including greater reliance
on corporal punishment as a method of discipline (Halpern, 1990); and parental
and sibling substance use, delinquency and psychopathology (Fleming et al.,
1982; Singleton, 1989).
resilience in childhood has focused on identifying the factors that lead to
mastery and competence despite exposure to sustained and intense social and
familial stressors (Rutter, 1990; Anthony & Cohler, 1987). Three domains of
protective factors have been associated with adaptive outcomes in at-risk
children. They include: having a supportive family and a positive relationship
with at least one parent or other relative (Baldwin et al., 1990); warm,
supportive parenting practices (Wyman et al., 1991); positive temperament in
early childhood; and the availability of useful and positive social supports
from extended family and adults outside of the family that foster positive ties
to the larger community (Garmezy, 1988; Werner & Smith, 1982).
investigated resilience to psychosocial risk factors in low-income African
American children, and identified key parental attributes and familial coping
strategies that may serve to protect these children from the debilitating
environments in which they live (Meyers & Taylor, 1998). Many of these
attributes, however, may not be the same as those shown to be important
protective factors for middle-class Caucasian children who are placed at high
risk as a result of parental psychopathology or other contextual factors
(Meyers & Taylor, 1998).
resourcefulness and adaptive nature of the African American family (Hill, 1971)
may serve to buffer the impact of community, familial, and parental risk
factors that threaten the well-being of a significant number of low-income
African American children. Other studies have indicated that the availability
of social supports (Belle, 1982), family adaptability and structure (Holliday,
1985), and nurturant caregiver-child relationships (Wyman et al., 1991) also
serve to protect children from risks. Moreover, somewhat contrary to the
prevailing view of effective parenting in more affluent families, Baldwin et
al. (1990) found that parental restrictiveness, clarity of expectations,
vigilance, and warmth are important factors associated with successful outcomes
in children living in high-risk communities.
family will be discussed. In the focus group process, the researcher will
attempt to know if black parents are effectively implementing parenting. This
will be achieved by asking them if their children, both male and female, are
performing well in school. With this, the researcher will know if black
parenting is beneficial to black male children.
participants/parents will be asked how they treat their children in general.
They will be asked how they discipline their children and how they motivate
them to study. Further, the researcher will attempt to know if the
participants/parents accord equal motivation to their male and female children.
Academic Achievement: African
American Males vs. African American Women
every assessment of progress in higher education (Ross, 1998). The research of
Slater (1994) found that African-American women enrolled in college are the
reason for the gains in black enrollment figures, adding that black women
eclipse black men in practically all statistical measurements in postsecondary
education. Moreover, Nettles (1997) reported that between 1976 and 1994 more
black women than black men entered colleges and universities nationally. In the
fall of 1994, for example, 898,605 African-American women versus 549,603
African-American men enrolled in institutions of higher education--a disparity
of 24 percent. Furthermore, Nettles' (1997) findings revealed that although the
number of bachelor's degrees granted to African-American men increased by 19.6
percent, from 25,147 in 1977 to 30,086 in 1994, the number granted to African
American women increased by 55.4 percent, from 33,489 in 1977 to 52,047 in
1994.
American women who received master's degrees at institutions of higher
education was about double the number of African American men: 13,890 versus
7,002 at all institutions in 1994. With the same data, he addressed the number
of doctoral degrees awarded between 1977 and 1994, which increased by 30
percent among all students--from 33,232 in 1977 to 43,185 in 1994. For African
Americans, the number of doctoral degrees earned by men decreased between 1977
and 1994, while the number awarded to women increased.
African-American men declined by 20.5 percent, from 766 in 1977 to 609 in 1994,
while the number awarded to African American women increased by 50.9 percent,
from 487 in 1977 to 735 in 1994. In 1994, African-American men constituted 1.4
percent of all doctorates awarded (down from 2.3 percent in 1977), while
African-American women represented 1.7 percent (up from 1.5 percent in 1977).
college than black men. Since 1980 the disparity has grown by 78 percent. By
1991, 41,012 bachelor's degrees had been earned by black women, representing
62.8 percent of the total number of degrees earned by both black males and
black females. If this trend continues, in a few years black women will earn
two out of every three degrees.
ground to black women in education. Slater (1994) emphasized that in recent
years that trend seemed to be growing. From 1990 to 1992, the percentage of
black men ages eighteen to twenty-four enrolled in college declined from 26.1
percent to 21.2 percent. Slater also reviewed the possible reasons why
African-American men are faring so poorly in postsecondary education.
male in the home to mentor the child; further, there are no black male role
models in many elementary and secondary schools, and the black adolescent
student sees a black person doing only menial tasks--such as janitorial--in
many of the schools. Indeed, the only successful black men the young black male
knows about are athletes, entertainers, or musicians--careers that do not
require much formal education. According to Slater (1994), school is seen by
black youth as an authoritarian agency not worthy of respect, and many black
adolescents feel hostility to education and have an anti-achievement ethic.
apathetic to the African-American male; contrary to public perception, the
African-American male desires to finish school. In a study of 2,250
African-American males in a New Orleans school district, 95 percent reported
that they expected to graduate from high school; 40 percent, however, responded
that they believed that their teachers were indifferent to their achieving. Of
a sample of 500 teachers (318 responded), asked if they had confidence that
their black male students would pursue a college education, six out of ten
replied negatively.
affect educational achievement of African American children. Through the survey
that will be conducted, the researcher will be enabled to compare the
experiences of African American male and female children with respect to
parenting.
Family and Education
relevant factor in the black males’ academic performance. The theme of
or both emerged as a significant factor for black males’ success in life.
Moreover, the theme of someone caring
is a relevant factor within the lives of the respondents; when a significant
person showed a "caring" attitude, students listened and learned
about how they should conduct themselves in order to survive their obstacles
(Ross, 1998). If the father is in the home, then the father is named as a role
model. Within the realm of caring, a significant support system emerged, such
as relatives.
of the young black male's ability to survive and overcome his obstacles, many
of which are a part of his daily environment. When a young black male is
nurtured by a significant person in his life, that creates in him the
capability to persist.” (66) The adolescent's bonding to the particular person
who provides strong guidance and is a positive role model gives the young man a
sense of responsibility not to let that person down. It may be mother or
grandmother, a family member, a caring mentor, or a role model. The nurturing
individual and his spiritual upbringing give the individual the positive
direction that he needs to stay on track and to succeed. A supportive
environment the family is necessary for success.
Child.
"Neighborhood disadvantage, stressful life events, and adjustment in urban
elementary-school children." Journal of Clinical Child Psychology 23(4):
391-400.
and stress-resistant children." Pp. 257-280 in J. Rolf et al. (eds.), Risk
and Protective Factors in the Development of Psychopathology.
York
and Peril: Black Children in
Children: Yearbook 1995.
Fund.
relationships, social support, and mental health in a southern Black
community." Journal of Health and Social Behavior 26: 39-48.
Dubrow
American Psychologist 46(4): 376-383.
Motivating African American Males to Succeed." Journal of Negro
Education, 61 ( 1), 4-11.
childhood." Pp. 43-84 in N. Gannezy and M. Rutter (eds.), Stress, Coping,
and Development in Children.
Press.
Resilience despite risk." Psychiatry 56:127-136.
"Invulnerable children: The fact and fiction of competence and
disadvantage." American Journal of Orthopsychiatry 77: 328-329.
parenting: Toward a framework for intervention." American Journal of
Orthopsychiatry 60(1): 6-18.
Americans." Pp. 105-118 in L.D.
of social ecologies: Lessons learned from Black children." Pp. 5371 in
H.P. McAdoo and J.L. McAdoo (eds.), Black Childrett.
Sage.
Policy Review of Health Programs for Poor Young Children.
York
Poverty.
Schools.
Harper Perennial.
single mothers against stress." Pp. 153-166 in M. Simms and J. Malveaux
(eds.), Slipping Through the Cracks: The Status of Black Women.
Transaction Books.
hardship on Black families and children: Psychological distress, parenting, and
socioemotional development." Child Development 61: 311-346.
contributions to risk and resilience in African American children. Journal of
Comparative Family Studies, Vol. 29.
health in Afro-American youth: An epidemiologic and conceptual update."
Pp. 123-152 in R. Jones (ed.), Black Adolescents.
Cobb and Henry.
Education Data Book.
"Chronic community violence: What is happening to our children?"
Psychiatry 56: 36-45.
first aid and treatment approach to children exposed to community violence:
Research implications." Journal of Traumatic Stress Studies 1(4): 445-473.
among African-American children." Pp. 178-191 in R.L. Braithwaite and S.E.
Taylor (eds.), Health Issues in the Black Community.
Jossey-Bass.
African-American Males at a Historically Black College.
Bergin & Garvey.
protective mechanisms." Pp. 181-214 in J. Roll et al. (eds.), Risk and
Protective Factors in the Development of Psychopathology.
York
Black Higher Education." The Journal of Blacks in Higher Education, 3,
52-59.
Invincible: A Longitudinal Study of Resilient Children and Youth.
(1991) "Developmental and family milieu correlates of resilience in urban
children who have experienced major stress."
No comments:
Post a Comment