TY - JOUR
T1 - Consistency is key
T2 - Understanding academic socialization among high-achieving Black boys
AU - Francis, Trenel E.
AU - Hughes, Diane L.
AU - Watford, J. Alexander
AU - Way, Niobe
N1 - Funding Information:
The following names are of undergraduate and graduate students who, though not authors on the manuscript, served as research assistants for the first author and contributed to minor areas on the project worth acknowledging (e.g. case summaries, coding scheme, list of references, and creation of tables and figures): Yue Wang, Joshua Utomo, Madison Akles, Kristina Arevalo, Ariadna Manzo, Monica Culhane, and Shaniya Armour. Olga Pagan, a doctoral student at NYU, also contributed to the final selection of themes with the first, second, and third author, and provided minor edits. The research reported here was supported in part by Grants 021859 and 0721383 to Dr. Diane Hughes and Dr. Niobe Way from the National Science Foundation and Grant 2642 from the William T. Grant Foundation. It was also supported in part by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B140037 to New York University. The opinions expressed herein are those of the authors and do not represent views of the National Science Foundation, William T. Grant Foundation, the Institute of Education Sciences, or the U.S. Department of Education. The first author, Trenel Francis, contributed to the conceptualization and design of the current study. She also analyzed and interpreted the data presented in the study. She primarily drafted the original submission and was the lead author on the current submission. She also create all visualizations (e.g. tables and graphs) included in the manuscripts with the assistance of her research assistants. Francis supervised a team of research assistants who helped with the initial coding and conceptualization of the project. Their names are listed under the acknowledgment. The second author, Diane Hughes, contributed to the conceptualization and design of the current study as well. She acquired the original data from which the present data was taken and was the co-principal investigator (PI) for the original study. Hughes contributed greatly to the editing and reviewing of the original and current draft. She also primarily revised the manuscript critically for important intellectual content. Last, Hughes supervised and managed the work of the first author and acquired the financial support for the project leading to its publication. The third author, J. Alexander Watford, primarily contributed to the reviewing and editing of the current paper. He read and edited multiple drafts. He also assisted in the interpretation of the analyses done by the first author and also reviewed the manuscript critically for important intellectual content. The fourth author, Niobe Way, contributed primarily to the acquisition of the original data of the study. She was the co-PI on the original project alongside the second author, and helped secure the funds and data used for the current study.
Funding Information:
The research reported here was supported in part by Grants 021859 and 0721383 to Dr. Diane Hughes and Dr. Niobe Way from the National Science Foundation and Grant 2642 from the William T. Grant Foundation . It was also supported in part by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B140037 to New York University. The opinions expressed herein are those of the authors and do not represent views of the National Science Foundation, William T. Grant Foundation, the Institute of Education Sciences, or the U.S. Department of Education.
Publisher Copyright:
© 2020 Elsevier Inc.
PY - 2021/1/1
Y1 - 2021/1/1
N2 - Despite the racial achievement gap, many Black adolescent boys excel in school. Academic socialization is one way that parents can contribute to these youths' success. However, only a few studies have examined the specific ways that Black parents support their sons' high achievement. To address this gap, we used a multi-wave, multi-informant, mixed-method design to examine the conversations, rules, and after school routines of 12 Black boys and their primary caregivers. First, using latent class growth curve analyses, boys were grouped into a high-achieving or low-achieving group according to their average grade in Math and English across 5 assessments from 6th to 11th grade. Then, using content analysis, we analyzed semi-structured interviews from these families for evidence of academic socialization. Drawing on the Stage Setting Framework, we found that parents of high-achieving Black boys engaged in four types of academic socialization practices that facilitated their children's academic success.
AB - Despite the racial achievement gap, many Black adolescent boys excel in school. Academic socialization is one way that parents can contribute to these youths' success. However, only a few studies have examined the specific ways that Black parents support their sons' high achievement. To address this gap, we used a multi-wave, multi-informant, mixed-method design to examine the conversations, rules, and after school routines of 12 Black boys and their primary caregivers. First, using latent class growth curve analyses, boys were grouped into a high-achieving or low-achieving group according to their average grade in Math and English across 5 assessments from 6th to 11th grade. Then, using content analysis, we analyzed semi-structured interviews from these families for evidence of academic socialization. Drawing on the Stage Setting Framework, we found that parents of high-achieving Black boys engaged in four types of academic socialization practices that facilitated their children's academic success.
KW - Academic socialization
KW - Black boys
KW - Black parents
KW - High-achieving
UR - http://www.scopus.com/inward/record.url?scp=85097072495&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85097072495&partnerID=8YFLogxK
U2 - 10.1016/j.appdev.2020.101181
DO - 10.1016/j.appdev.2020.101181
M3 - Article
AN - SCOPUS:85097072495
SN - 0193-3973
VL - 72
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
M1 - 101181
ER -