Parents' Conceptions of Academic Success: Internal and External Standards

Abstract

The ways in which parents get involved and advocate for their children's education rely upon parents' conceptions of academic success. Mothers (n = 547) and fathers (n = 547) of sixth-grade, academically talented students (62% males) completed a questionnaire assessing parents' definitions of academic success. Definitions were classified as Internal (i.e., emphasized behaviors relative to the student, had individual importance, or were self-satisfying), External (i.e., emphasized behaviors recognized as eminent by others or superior to peers), Both, or Neither. Conceptions were related to parents' education level, gender, and ethnic group. Parents likely to emphasize internal standards were those without a doctorate or medical degree, mothers, and White parents, which suggests that these groups are supportive of programs catering to individual needs and abilities. Fathers were more likely than mothers to measure academic success by external standards including high grades, college acceptance, and employment in a good career, which suggests that they support programs fostering the attainment of eminent achievements and may exert more pressure on their children.