effects of single parents of achievement

8/3/2019 Effects of Single Parents of Achievement

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The Effects of Single ParentingThe Effects of Single Parenting

on the Literacy Achievement of on the Literacy Achievement of African African--American students American students

By Stephanie Bryant By Stephanie Bryant


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Table of ContentsTable of Contents

IntroductionIntroduction 3 3 Statement of the Problem 4Statement of the Problem 4

Review of the LiteratureReview of the Literature 5 5 Statement of the Hypothesis 10Statement of the Hypothesis 10

MethodsMethods 1111 InstrumentsInstruments 11 11 Experimental DesignExperimental Design ProcedureProcedure

ReferencesReferences 13 13

Appendices Appendices 18


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I ntroductionI ntroduction

There is a vast increase in the number of There is a vast increase in the number of single parent households.single parent households.

This change can be accredited to the manyThis change can be accredited to the manyfactors.factors.

Single parent households are especiallySingle parent households are especiallyprevalent in the Africanprevalent in the African- -American Americancommunity.community.


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Statement of the ProblemStatement of the Problem

Children from single parent householdsChildren from single parent householdsare faced with extra burdens that childrenare faced with extra burdens that childrenfrom twofrom two--parent households do not haveparent households do not haveto face. I n an effort to alleviate theseto face. I n an effort to alleviate thesestresses, adjustments need to be made.stresses, adjustments need to be made.


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R eview of R elated LiteratureR eview of R elated Literature

Single Parent Households Do Affect Single Parent Households Do Affect Student Achievement Student Achievement Pros: Parents who are involved in theirPros: Parents who are involved in their

student s academic career help to increase thestudent s academic career help to increase thestudent s academic achievement student s academic achievement

Epstein & Dauber (1991) ;Epstein & Dauber (1991) ; ZellmanZellman & Waterman (1998); Hawes && Waterman (1998); Hawes & PlourdePlourde(2000);(2000); SenechalSenechal && LeFevreLeFevre (2002, March(2002, March- -April) ; April) ; R icciuthR icciuth (2004,(2004,March/April) ; England,March/April) ; England, LucknerLuckner, Whaley,, Whaley, EgelandEgeland (2004); Amato (2005);(2004); Amato (2005);DriessenDriessen, , Smit Smit, &, & SleegersSleegers (2005, August);(2005, August); JeynesJeynes (2005, Summer) ;(2005, Summer) ;HoutenvilleHoutenville & Conway& Conway (2008).(2008).


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R eview of Literature cont dR eview of Literature cont d

Single Parent Households Do Not Affect Single Parent Households Do Not Affect Student Achievement Student Achievement Cons: Single parent households do not play a role inCons: Single parent households do not play a role in

student s academic achievement, but other factorsstudent s academic achievement, but other factorssuch as student s motivational level play a role insuch as student s motivational level play a role instudent s academic achievement student s academic achievement

Iverson, Brownlee, & Walberg (1981);

Iverson, Brownlee, & Walberg (1981); DominiaDominia (2005, July);(2005, July);DebellDebell (2008);(2008); Sojourner & Kushner (1997).Sojourner & Kushner (1997).


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Current Educational StrategiesCurrent Educational Strategies

There are some strategies beingThere are some strategies beingimplemented in schools to help singleimplemented in schools to help singleparent households increase the academicparent households increase the academicachievement of their children. Theseachievement of their children. Theseinclude:include:

Training parents on how to conduct readingTraining parents on how to conduct readinginstruction at home (instruction at home ( FairesFaires, Nichols, &, Nichols, & R icklmanR icklman, 2000)., 2000).


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Current Education Strategies cont dCurrent Education Strategies cont d

Having teachers implement strategies such asHaving teachers implement strategies such asmaintaining a positive relationship with parents.maintaining a positive relationship with parents.

having active parents spread the word to other parents tohaving active parents spread the word to other parents toalleviate the educational barrier that Africanalleviate the educational barrier that African- -American Americanparents when dealing with their child s teacherparents when dealing with their child s teacher ((Neuman Neuman,,HagedornHagedorn, , CelanoCelano, & Daly, 1995, & Daly, 1995 ; TrotmanTrotman, 2001) ., 2001) .

Having schools implement strategies that Having schools implement strategies that exhibit themes of empowerment, outreach, and indigenousexhibit themes of empowerment, outreach, and indigenousresources (resources ( Abdul Abdul--Adil Adil & Farmer Jr. 2006) .& Farmer Jr. 2006) .


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Parental I nvolvement TheoristsParental I nvolvement Theorists

EpsteinEpstein Six types of Parental I nvolvement Six types of Parental I nvolvement

WalbergWalberg Parents and Schools need to CooperateParents and Schools need to Cooperate

HooverHoover--DempseyDempsey Defined at Defined at- -home and inhome and in- -school involvement school involvement


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Statement of HypothesisStatement of Hypothesis

HHRR11 I mplementing the shared reading strategyI mplementing the shared reading strategy

with twentywith twenty- -two Africantwo African--American third American third- -gradegradestudents from nonstudents from non- -intact (single) parent intact (single) parent households over a six week period will helphouseholds over a six week period will helpstudents at P.S. X will increase their readingstudents at P.S. X will increase their readingand writing achievement on the practice Newand writing achievement on the practice New

York State English Language Arts York State English Language ArtsExamination.Examination.


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MethodMethod

Participants (N)Participants (N) TwentyTwenty- -five third studentsfive third students

TwentyTwenty- -two African Americantwo African AmericanThree Latino AmericanThree Latino AmericanThirteen African American students fromThirteen African American students fromnonnon--intact householdsintact households

Working Class FamiliesWorking Class Families Public School in Brooklyn, NYPublic School in Brooklyn, NY


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Method cont dMethod cont d

Instrument (s)Instrument (s) Demographic SurveyDemographic Survey Literacy SurveysLiteracy Surveys

Student and Parent Student and Parent

New York State English Language ArtsNew York State English Language Arts

practice Examspractice ExamsExperimental DesignExperimental Design

ProcedureProcedure


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DriessenDriessen, G.,, G., Smit Smit, F. &, F. & SleegersSleegers, P. (2005, August). Parental involvement and, P. (2005, August). Parental involvement andeducational achievement educational achievement. Taylor &Francis, Ltd., 31. Taylor &Francis, Ltd., 31 (4), 509(4), 509- -532.532.R etrieved September 25, 2009, fromhttp://www.jstor.org/stable/30032581.R etrieved September 25, 2009, fromhttp://www.jstor.org/stable/30032581.

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relationship between parental involvement and student motivationrelationship between parental involvement and student motivation. R etrieved. R etrievedSeptember 17, 2009 from E RI C database. (E RI C Document R eproduction Service No.EJ732429).September 17, 2009 from E RI C database. (E RI C Document R eproduction Service No.EJ732429).

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25, 2009 from Education Full Text database.25, 2009 from Education Full Text database.HoutnvilleHoutnville, A. J., & Conway, K. S. (2008)., A. J., & Conway, K. S. (2008). Parental involvement, school resources and student Parental involvement, school resources and student achievement achievement. R etrieved September 18, 2009 from E RI C database. (E RI C Document R eproduction. R etrieved September 18, 2009 from E RI C database. (E RI C Document R eproductionService No.Service No. EJ792701).EJ792701).

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I verson, B. K., Brownlee, G. D., & Walberg, H.J. (1981). Parent I verson, B. K., Brownlee, G. D., & Walberg, H.J. (1981). Parent- -teacher contacts and student teacher contacts and student learning. R etrieved November 6, 2009, from http://www.jstor.org/stable/27539847.learning. R etrieved November 6, 2009, from http://www.jstor.org/stable/27539847.

NeumanNeuman, S. B.,, S. B., HagedornHagedorn, T.,, T., CelanoCelano, D., & Daly, P. (1995, Winter). Toward a collaborative approach, D., & Daly, P. (1995, Winter). Toward a collaborative approachto parent involvement in early education: A study of teenage mothers in anto parent involvement in early education: A study of teenage mothers in an african african--americanamericancommunity. R etrieved October 26, 2009, from http://www.jstor.org/stable/1163336.community. R etrieved October 26, 2009, from http://www.jstor.org/stable/1163336.


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R eferences cont dR eferences cont dR icciuthR icciuth, H. N. (2004, March/April). Single parenthood, achievement, and problem, H. N. (2004, March/April). Single parenthood, achievement, and problem

behavior in white, black, andbehavior in white, black, and hispanichispanic children. R etrieved September 18, 2009 from E RI C database. (E RI Cchildren. R etrieved September 18, 2009 from E RI C database. (E RI CDocument R eproduction Service No.Document R eproduction Service No. EJ698473).EJ698473).

SenechalSenechal, M., &, M., & LeFevreLeFevre, J. (2002, March, J. (2002, March- -April). Parental involvement in the development of children s reading skills: A April). Parental involvement in the development of children s reading skills: Afive year longitudinal study.five year longitudinal study. Blackwell PublishingBlackwell Publishing, , 7373(2), 445(2), 445- -460. R etrieved September 21, 2009, from460. R etrieved September 21, 2009, fromhttp://www.jstor.org/stable/3696368.http://www.jstor.org/stable/3696368.

Sojourner, J., & Kushner, S.N. (1997, March).Sojourner, J., & Kushner, S.N. (1997, March). Variables that impact the education of Variables that impact the education of africanafrican americanamerican students:students:Parental involvement, religious socialization, socioeconomic status, self Parental involvement, religious socialization, socioeconomic status, self- -concept, and gender.concept, and gender. R etrieved NovemberR etrieved November9, 2009 from E RI C database (E RI C Document R eproduction Service No. ED410326).9, 2009 from E RI C database (E RI C Document R eproduction Service No. ED410326).

Sun, Y., & Li, Y. (2007).Sun, Y., & Li, Y. (2007). R acial and ethnic differences in experiencing parents' marital disruption during lateR acial and ethnic differences in experiencing parents' marital disruption during lateadolescenceadolescence. R etrieved October 3, 2009 from E RI C database. (E RI C Document R eproduction Service No.. R etrieved October 3, 2009 from E RI C database. (E RI C Document R eproduction Service No.EJ698473).EJ698473).

TrotmanTrotman, M.F. (2001, Autumn). I nvolving the, M.F. (2001, Autumn). I nvolving the africanafrican americanamerican parent: R ecommendations to increase level of parent parent: R ecommendations to increase level of parent involvement ininvolvement in africanafrican American Families. American Families. The Journal of Negro Education,The Journal of Negro Education, (70), 275(70), 275- -285. R etrieved September285. R etrieved September21.2009 from, http://www.jstor.org/stable/3211280.21.2009 from, http://www.jstor.org/stable/3211280.

Walberg, H. J. (1984). Families as partners in educational productivity.Walberg, H. J. (1984). Families as partners in educational productivity. The Phi DeltaThe Phi Delta KappanKappan, 65, 65(6), 397(6), 397- -400.400.R etrieved November 9, 2009 from, http://www.jstor.org/stable/20387056.R etrieved November 9, 2009 from, http://www.jstor.org/stable/20387056.

ZellmanZellman, G. L., Waterman, J. M. (1998)., G. L., Waterman, J. M. (1998). Understanding the impact of parent school involvement on children sUnderstanding the impact of parent school involvement on children seducational outcomeseducational outcomes. R etrieved October 3, 2009 from E RI C database. (E RI C Document R eproduction Service. R etrieved October 3, 2009 from E RI C database. (E RI C Document R eproduction ServiceNo.No. EJ571135).EJ571135).


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Appendix A Appendix AConsent formConsent form

Dear Principal ,Dear Principal ,My name is Stephanie Bryant and I am a graduate student in theMy name is Stephanie Bryant and I am a graduate student in theElementary Education department at Brooklyn College. I amElementary Education department at Brooklyn College. I amcurrently completing my action research project on The Effects of currently completing my action research project on The Effects of Single Parent Households on Literacy Achievement. I am writingSingle Parent Households on Literacy Achievement. I am writingrequesting permission to use a classroom of your students in therequesting permission to use a classroom of your students in thethirdthird--grade to test the effectiveness of my research project. Withgrade to test the effectiveness of my research project. Withyour permission, the students from single parent households will beyour permission, the students from single parent households will beread to utilizing the shared reading approach in addition to theread to utilizing the shared reading approach in addition to theBalanced Literacy program that occurs during the day. I believeBalanced Literacy program that occurs during the day. I believethat the additional reading that these children will be exposed tothat the additional reading that these children will be exposed towill help to increase their overall literacy skills. I t is very important will help to increase their overall literacy skills. I t is very important that you understand that under no circumstances will the name of that you understand that under no circumstances will the name of your school as well as the children's names be released. All datayour school as well as the children's names be released. All dataand information will remain completely confidential. Thank you soand information will remain completely confidential. Thank you somuch for considering my research project and I look forward tomuch for considering my research project and I look forward tohearing from you soon.hearing from you soon.

Sincerely,Sincerely,

Stephanie Bryant Stephanie Bryant


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Appendix B Appendix B

Demographic SurveyDemographic SurveyDirectionsDirections: Please select one of the numbers below that best answers the: Please select one of the numbers below that best answers thequestion and place your response on the space provided to the right.question and place your response on the space provided to the right.Gender: (1) Male or (2)FemaleGender: (1) Male or (2)Female ____ ____

Age R ange: (1) 8 Age R ange: (1) 8- -10 yrs. (2) 1110 yrs. (2) 11- -13 yrs. (3)1813 yrs. (3)18- -23yrs.23yrs.(4) 24(4) 24--30yrs. (5) 3130yrs. (5) 31- -37 yrs. (6) 3837 yrs. (6) 38- -44yrs (7) 45+yrs.44yrs (7) 45+yrs.

____ ____

Education Level: (1) Some High School (2) Finished High SchoolEducation Level: (1) Some High School (2) Finished High School ____ ____

(3) Some College (4) Finished College(3) Some College (4) Finished College

(5) Graduate School (6) Post Graduate(5) Graduate School (6) Post GraduateParental Situation: (1) I ntact Household (2) NonParental Situation: (1) I ntact Household (2) Non- -I ntact HouseholdI ntact Household

____ ____

R acial Background: (1) CaucasianR acial Background: (1) Caucasian (2) Hispanic(2) Hispanic ____ ____(3) African(3) African--American (4) Asian American (4) Asian (5) Other(5) Other(6) Mixed Heritage(6) Mixed Heritage


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Appendix CParent Survey

Directions: Please select one of the numbers below that best answers

the question and place your response on the space provided to theright.

1= Strongly Agree 2= Agree 3= Disagree 4 = Strongly Disagree

I help my child with his homework every night. ______I have a good relationship with my child s teacher. ______I

am a currently a member of the Parent Teacher Association. ______I assist my child with his homework at least three nights a week. ______My child does well in school because of my help. ______I assist my child with school work only when asked. ______I am satisfied when my child does his best in school. ______

I read to my child every night. ______

I always attend school functions such as Open House ______at my child s school.

I read with my child at least three nights a week. ______


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Appendix DStudent Survey

Directions: Please select one of the numbers below that bestanswers the question and place your response on the spaceprovided to the right.

1= Strongly Agree 2= Agree 3= Disagree 4 = StronglyDisagree

I read every day. ______I read independently for 30 minutes everyday. ______I read independently an hour everyday. ______I write everyday. ______I write outside of school three times a week. ______I write outside of school 30 minutes everyday. ______I always understand what I am reading. ______I understand more than half of what I am reading. ______I enjoy writing. ______

I always ask for help if I do not understand what I am reading. ______

effects of single parents of achievement

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