The Relationship Between Parental Interest and Academic Achievement of Xhosa Children from Monogamous and Polygynous Families

Cherian, Varghese I.

doi:10.1080/00224545.1993.9713929

Cited by 13 publications

(10 citation statements)

References 6 publications

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“…Among Xhosa-speaking children in South Africa, Cherian (1990) found that the achievement scores of children from polygamous families were significantly lower than those of children from monogamous families. In addition, there was a direct relationship between parental interest and children's academic achievement as well as a difference in academic achievement between children of low-to-middle socioeconomic levels and those of higher socioeconomic levels (Cherian, 1993); these earlier findings are in accord with Strassmann's suggestion that children of polygamous families suffer from a dilution of resources.…”

Section: Effects Of Polygamy On the Psychological Development Of Chilsupporting

confidence: 71%

“…Others have argued that when a man takes a second wife, his first wife is disempowered and loses her status; furthermore, inequality between the sexes is created when a man can have more than one spouse at the same time but a woman cannot ("South Africa," 1997). Competition and mistrust between co-wives have been found to be stressors in the lives of Bedouin-Arab women (Al-Krenawi et al, 1997), South African women (Cherian, 1993(Cherian, , 1994, and Yoruba women (Oyefeso & Adegoke, 1992). Rivalry between wives may result in accusations of neglect, mistreatment, and even infanticide, as shown by Strassmann's work among the Dogon women of Mali (Strassmann, 1997).…”

Section: Social Aspects Of Polygamymentioning

confidence: 99%

“…However, fathers of polygamous families are usually unable to give enough individual attention to all their children. The emotional satisfaction and psychological security that result from closeness between children and their parents tend to be reduced in polygamous families (Cherian, 1990(Cherian, , 1993(Cherian, , 1994; such children are highly likely to develop learning problems when their emotional needs are not met (Kapambwe, 1980). Although polygamous families may have the potential to be very productive, they may also have difficulties in providing sufficient resources for all their members.…”

Section: Effects Of Polygamy On the Psychological Development Of Chilmentioning

confidence: 99%

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Scholastic Achievement and Family Marital Structure: Bedouin-Arab Adolescents From Monogamous and Polygamous Families in Israel

Elbedour

Bart

Hektner

2000

The Journal of Social Psychology

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In a sample of Bedouin-Arab adolescents from monogamous and polygamous families in the Negev region of Israel, the authors examined scholastic achievement levels in the subjects of Arabic, English, Hebrew, and mathematics. There were no significant differences in the scholastic achievement levels in those 4 disciplines between adolescents from monogamous families and those from polygamous families. There was, however, a significant interaction between gender and family marital structure for Hebrew scores: Polygamous family structures tended to engender higher Hebrew scores for the male participants, whereas monogamous family structures tended to engender higher Hebrew scores for the female participants. However, the major overall finding was that polygamous family marital structures did not affect deleteriously the scholastic achievement levels of the Bedouin-Arab participants.

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Section: Effects Of Polygamy On the Psychological Development Of Chilsupporting

confidence: 71%

Section: Social Aspects Of Polygamymentioning

confidence: 99%

Section: Effects Of Polygamy On the Psychological Development Of Chilmentioning

confidence: 99%

See 1 more Smart Citation

Scholastic Achievement and Family Marital Structure: Bedouin-Arab Adolescents From Monogamous and Polygamous Families in Israel

Elbedour

Bart

Hektner

2000

The Journal of Social Psychology

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“…Some authors measured parenting using questions on parenting practices and expectations, while others devised their own questionnaires. Outcomes measured included adolescent academic goal orientation via the Learning Process Questionnaire69 and some studies used children’s school grades, attendance and drop-out rates 70–73. The studies were of poor-to-medium quality apart from the higher quality study of Sherr et al 72…”

Section: Resultsmentioning

confidence: 99%

Are parenting practices associated with the same child outcomes in sub-Saharan African countries as in high-income countries? A review and synthesis

2018

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IntroductionThere is increasing interest in the transferability of parenting interventions from high-income countries (HICs) to low-income countries (LICs) in order to improve child development and health outcomes. This is based on the premise that associations between parenting practices and child outcomes are similar in both settings. Many parenting interventions in HICs are evidence-based, but less evidence exists on associations of parenting practices with child outcomes in LICs, in particular, sub-Saharan African (SSA) countries. This review synthesises evidence on the association of parenting practices with child outcomes in SSA in order to compare findings with those from HICs.MethodsWe searched electronic databases—Web of Science, ASSIA, Embase, IBSS and PsycINFO—to identify studies from SSA that reported quantitative associations between parenting practices and child health or psychosocial outcomes (eg, sexual and reproductive health (SRH), mental health, conduct disorders). Due to inconsistent conceptual framing of parenting across studies, we used a modified version of the international WHO classification of parenting dimensions to guide synthesis of the results.ResultsForty-four studies met our inclusion criteria. They were conducted in 13 SSA countries and included cross-sectional and longitudinal studies, and were predominantly descriptive studies rather than intervention research. Synthesis of results showed that associations between patterns of parenting (‘positive’/‘harsh’) and child outcomes (including SRH, mental health and conduct disorders) in studies from SSA were broadly similar to those found in HICs.ConclusionsThese findings suggest that the impacts of parenting practices on child outcomes are similar across contrasting global regions and, therefore, parenting interventions from HICs might be successfully transferred to SSA, subject to appropriate adaptation. However, this review also highlights the paucity of evidence in this area and the urgent need for higher quality studies to confirm these findings to help develop effective parenting interventions in SSA.

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“…Studies of the relationship between race/ethnicity and educational expectations in South Africa and other less developed countries have been limited. Møller (1995) found high educational expectations among urban black high school students in two South African provinces, and Cherian's (1992, 1994) descriptive analyses of blacks in the Transkei (Eastern Cape province) of South Africa found positive associations between parents' educational expectations and children's academic achievement. Because these studies only included blacks, we cannot compare the educational goals of blacks to those of coloreds and whites.…”

Section: Race/ethnicity and The Educational Expectations Of Parents Amentioning

confidence: 99%

Race and The Educational Expectations of Parents and Children: The Case of South Africa

Beutel

Anderson

2008

The Sociological Quarterly

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South Africa, a country that is highly stratified by race, is an important location for studying the relationship between race and educational expectations. Using a longitudinal data set, we examine the educational expectations of black (African), colored (mixed race), and white (European ancestry) parents and children in Cape Town, South Africa. We find that parents and children have high educational expectations regardless of race, but black parents and children have higher educational expectations than coloreds and whites once socioeconomic and other factors are controlled. We also find that parents' and children's expectations tend to agree more and are more closely correlated among coloreds and whites than blacks. We test two explanations for the educational expectations of parents and children, finding more support for the status attainment perspective among coloreds and whites than blacks and support for the family social capital perspective among blacks and coloreds only.Little attention has been paid to the relationship between race/ethnicity and educational expectations outside the United States and other more developed countries. South Africa is an important location for studying this relationship because of the extreme racial stratification that has existed there. Under apartheid, the official policy of racial segregation that ended in the early 1990s, individuals were placed into one of three groups on the basis of race: an advantaged group comprised of whites (European ancestry), a moderately disadvantaged group consisting of coloreds (mixed race) and Asians (mostly from India), and a severely disadvantaged group made up of blacks (Africans) (Mwabu and Schultz 1996;Thomas 1996;Klasen 1997). Apartheid encroached upon virtually every aspect of life including housing, marriage, and employment. The impact of apartheid on the educational attainment of nonwhites was tremendous. By the end of apartheid, the mean years of completed schooling among adult males were 3.9 for blacks and 5.5 for coloreds versus 9.5 for whites. Among adult females, mean years of completed schooling were 3.4 for blacks, 5.3 for coloreds, and 9.1 for whites (Thomas 1996).

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The Relationship Between Parental Interest and Academic Achievement of Xhosa Children from Monogamous and Polygynous Families

Cited by 13 publications

References 6 publications

Scholastic Achievement and Family Marital Structure: Bedouin-Arab Adolescents From Monogamous and Polygamous Families in Israel

Scholastic Achievement and Family Marital Structure: Bedouin-Arab Adolescents From Monogamous and Polygamous Families in Israel

Are parenting practices associated with the same child outcomes in sub-Saharan African countries as in high-income countries? A review and synthesis

Race and The Educational Expectations of Parents and Children: The Case of South Africa

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