Shaping a Child's Academic Performance

The family structure and interrelations are important in shaping a child's academic achievement and performance. The following paper examines the effects of different family structures on children's educational performance and achievement and the debate about which of the family structure places the most impact on children's academic achievement. Specifically the differences in academic achievement between children from single parent, two biological parent, and step- parent households will be explored.

Though improving public schools is important, increasing evidence indicates that schools are not solely responsible for promoting our young people's academic success. It is recognized that families are important in helping students develop the skills and knowledge necessary to succeed in future jobs and careers. Since the early 1970's, a significant amount of research has been devoted to the effects of children's achievement from non-traditional families. To date, there has been considerable debate about which of the family structure impacts the academic achievement of children the most (Lerner, 1995; Stockard & Mayberry, 1992).

Acock and Demo, 1994 report that the relationship between family structure and students academic achievement has not been resolved. Mohan and Gulati (1986) studied several variables that contribute to academic achievement. The authors conclude that family and home environment, socioeconomic status, and parental interests and attitudes are the ke

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ncy of enriching parent-child activities and how that relates to academic achievement. The author's analysis suggests that both parents found in an employed-mother household, are found to engage in reading/homework activities with their child more frequently, than do the parents in households where the mother is not employed. Caldas (1999) examined the relationship between family structure, school family structure and academic achievement. Caldas found family structure was the most powerful predictor and the most important school demographic factor. The author concluded that to concentrate on single parent families in schools is a powerful predictor of academic achievement of the schools. When racial and poverty factors were controlled for the variation found in academic performance among schools was related to family situations. In conclusion, the percentage of students from one-parent families is a much stronger predictor than either racial composition of poverty level on school effectiveness. According to Smith, Beaulieu, and Isreal (1992) income level and family size correlate to children's academic achievement. Traditional families, low income, and larger family size shape the quality and the quantity of parent-child inter

Category: Psychology - S