Does the academic achievement of children significantly differ depending upon whether they are living in two parent families or single parent families? According to Papalia and Olds (1992), the great bulk of the research conducted to examine this issue tends to show that students from one-parent families are likely to experience several negative effects.
Specifically, it has been found that children living in one parent homes achieve less in school, like school less, have more problems with peers, and to be more likely to need disciplinary action than students from two parent families; Papalia and Olds (1992) report that such findings are commonly called the "single parent effect." Moreover, the authors state that these findings hold for both primary and secondary level students.
One key question that can be asked here is whether or not there is reason to believe that these findings generalize to low income African-American students? In this regard, some studies have not observed a reduction in achievement in low income families. For example, Alessandri (1992) interviewed 144 low-income, single-parent mothers and their children (aged 10 12 years) using the Family Belief Interview Schedule, which assessed parent and child beliefs. Children also completed the Family Environment Scale and Self-Perception Profile; academic achievement was determined through school records.
Findings showed that for this subject group:
...children with employed mothers perceived more cohesion and organization in their families and had greater self-esteem. Girls with mothers employed full-time perceived greater emphasis on independence and achievement in their families, had greater perceived scholastic self-competence, and had higher academic achievement. (Alessandri, 1992, p. 417)
Similar findings were reported by Prom-Jackson, Johnson and Wallace (1987), in their study of the home environment of a population of 767 academically ...