Patterns of African American parents' educational involvement: associations with adolescents' academic performance and motivational beliefs

Abstract

AbstractThe current study used survey data from 786 African American mother–adolescent (M = 12.29 years; 48% female) dyads to examine profiles of 7th‐grade parental educational involvement and their associations with adolescents' 11th‐grade academic performance, academic self‐concept, and educational aspirations. Using latent profile analyses, four patterns emerged: (a) Low Involvers; (b) Helpers, Low Providers; (c) Providers, Low Helpers; and (d) More Involved Helpers and Providers. The More Involved Helpers and Providers had adolescents with higher grades than the Helpers, Low Providers and the Low Involvers. The Providers, Low Helpers also had adolescents with higher educational aspirations than other profiles except for the More Involved Helpers and Providers. Findings suggest multiple pathways through which African American parents can enhance adolescents' academic outcomes.