Adolescent Academic Socialization: A Within-Group Comparative Analysis Among Mexican-Origin Families

Camacho‐Thompson, Daisy E.; Gonzales, Nancy A.; Fuligni, Andrew J.

doi:10.1177/0743558418772590

Cited by 5 publications

(7 citation statements)

References 44 publications

(91 reference statements)

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“…A bioecological or contextualized perspective on parental academic involvement expands current research that is typically conducted from the framework that more parental involvement is always associated with better achievement outcomes. For example, a recent qualitative study with Mexican-origin families found that parents of high-achieving youth may be involved less or in qualitatively different ways because they do not need to push academics for these youth (Camacho-Thompson, Gonzales, & Fuligni, 2018).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

“…In fact, although longitudinal studies with Latinos are limited, two separate studies found that parental academic involvement during middle school was related to on-time high school graduation (LeFevre & Shaw, 2012) and higher grades (Kuperminc, Darnell, & Alvarez-Jimenez, 2008). The way families respond to the academic challenges presented during adolescence provides an opportunity for academic socialization in which parents can communicate the importance of education and adolescents can develop academic autonomy (Camacho-Thompson et al, 2018).…”

Section: Maternal and Paternal Academic Involvement In Adolescencementioning

confidence: 99%

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Parental academic involvement across adolescence contextualized by gender and parenting practices.

Camacho‐Thompson¹,

Gonzales²,

Tein³

2019

School Psychology

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Parental academic involvement is critical in promoting children’s long-term academic success and may be especially impactful during middle school. However, longitudinal research is lacking for Mexican-origin youth and has focused mostly on mothers. Mexican-origin mothers and fathers reported their academic involvement during seventh grade, and we examined the moderating role of adolescents’ reports of parental acceptance and harsh parenting in the association between parental academic involvement and 12th grade academic outcomes (N = 720 families). We also examined whether these associations were similar for girls and boys. Mothers’ academic involvement predicted boys’ grade point average (GPA) and preparation for postsecondary education for girls and boys. Mothers’ and fathers’ academic involvement were not associated with girls’ GPA. Significant interactions between fathers’ academic involvement and parenting were observed. Fathers’ academic involvement positively predicted girls’ preparation for postsecondary education, but only if their daughters perceived them to have lower levels of harshness parenting. Fathers’ involvement was negatively linked with daughters’ preparation for postsecondary education if they perceived higher levels of harshness from fathers. Conversely, fathers’ academic involvement was positively linked with boys’ preparation for postsecondary education if their sons perceived their fathers to have higher or average levels of harshness harshness. Patterns between father– son dyads replicated for a marginal interaction predicting boys’ GPA. Parental academic involvement may be crucial for Latino adolescents, and parents may uniquely combine their parenting strategies to yield optimal academic outcomes for their girls and boys.

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Section: Theoretical Perspectivesmentioning

confidence: 99%

Section: Maternal and Paternal Academic Involvement In Adolescencementioning

confidence: 99%

Parental academic involvement across adolescence contextualized by gender and parenting practices.

Camacho‐Thompson¹,

Gonzales²,

Tein³

2019

School Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Educational research has often approached single-mother families from a deficit perspective, assuming that due to a lack of economic resources and poor education, these families are an educational disadvantage for children (Aragon, 2018;Baquendano-Lopez et al, 2013;Hampden-Thompson, 2009;Koh et al, 2017). Instead, our research builds on research that has highlighted the stories of marginalised parents who wanted to, and believed that they should, be involved in their children's educational journey (Camacho-Thompson et al, 2019;Daniels, 2017;Epstein, 2011;Hoover-Demsey et al, 2001;LeFevre & Shaw, 2012;Okeke, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…As a result, the educational support experiences of parents from low-socioeconomic communities remain underreported, and knowledge about how these parents navigate and contribute to their children's educational success remains under explored. We argue that there are sociocultural differences in parents' educational support strategies, and that family structures impose differing challenges on parents' contributions (Camacho-Thompson et al, 2019;Daniels, 2017Daniels, , 2018Epstein, 2011;Hoover-Demsey et al, 2001;LeFevre & Shaw, 2005;Okeke, 2014). For our discussion, we limit our context to the single-mother family unit.…”

Section: Introductionmentioning

confidence: 99%

“…Studies that used positive, asset-based approaches in their interactions with Latino and African-American single-mother families have shown how parents provided educational support to their children in informal and nontraditional ways (Camacho-Thompson et al, 2019;Lopez et al, 2001;Robinson & Werblow, 2012;Vega et al, 2015;Williams & Sánchez, 2012). Our work was informed by feminist learnings, and our goal was to capture both the complexities and the resiliencies embedded in single-mother households.…”

Section: Introductionmentioning

confidence: 99%

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Their capital has value, too: Exploring parental educational support in low-socioeconomic single-mother families

Jacobs

Daniels

2020

Journal of Education

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Parental educational support is a key contributing factor to the educational success of children (Epstein, 2018; Hill & Tyson, 2009; Seginer, 2006). However, educational research has shown that schools tend to engage with single-mother families from a deficit perspective, labelling such parents "uninvolved" and "uncaring" (Hampden-Thompson, 2009; Hoover-Dempsey et al., 2001; Robinson & Werblow, 2012). Often not considered, are the embedded forms of capital present in single-parent families and the ways in which single parents invest in their children's education. In this article, we report on the findings of a qualitative multiple-case study of single-mother families from a South African community. Six single-mother family units were researched for the contributions they made to their children's educational success. Our theoretical framework was informed by Yosso's (2005) model of community cultural wealth. Our findings show that, despite severe societal adversity, these participating mothers invested in their children's educational and emotional well-being by accumulating alternative forms of embedded community cultural wealth. Our findings have relevance for the ways in which schools engage with, and collaborate with, such parent communities to advance positive school-family relationships.

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Peer Victimization and Mental Health Problems: Racial-Ethnic Differences in the Buffering Role of Academic Performance

Waasdorp

Randolph

et al. 2021

J Youth Adolescence

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Adolescent Academic Socialization: A Within-Group Comparative Analysis Among Mexican-Origin Families

Cited by 5 publications

References 44 publications

Parental academic involvement across adolescence contextualized by gender and parenting practices.

Parental academic involvement across adolescence contextualized by gender and parenting practices.

Their capital has value, too: Exploring parental educational support in low-socioeconomic single-mother families

Peer Victimization and Mental Health Problems: Racial-Ethnic Differences in the Buffering Role of Academic Performance

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