The role of authoritative and authoritarian parenting in the early academic achievement of latino students

Yeonwoo Kim, Esther J. Calzada, R. Gabriela Barajas-Gonzalez, Keng Yen Huang, Laurie M. Brotman, Ashley Castro, Catherine Pichardo

Research output: Contribution to journalArticle


Early academic achievement has been shown to predict high school completion, but there have been few studies of the predictors of early academic success focused on Latino students. Using longitudinal data from 750 Mexican and Dominican American families, this study examined a cultural model of parenting and early academic achievement. While Latino students were achieving in the average range as a whole, certain subgroups (e.g., Dominicans, boys) were at higher risk for underachievement. Results highlighted the protective role of authoritative parenting, which was associated with academic and social-emotional school readiness, both of which predicted higher achievement at the end of first grade. The role of respeto and authoritarian parenting practices in academic achievement at first grade differed between Mexican and Dominican American families. Findings advance understanding of early achievement and parenting among Latino families from a cultural perspective.

Original languageEnglish (US)
Pages (from-to)119-132
Number of pages14
JournalJournal of Educational Psychology
Issue number1
StatePublished - Jan 2018



  • Academic achievement
  • Early childhood
  • Latino students
  • Parenting

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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