Parental Expectations and Children's Academic Performance in Sociocultural Context

By Yoko Yamamoto, S. Holloway. 2010

593 citations recorded by the source corpus.

In this paper, we review research on parental expectations and their effects on student achievement within and across diverse racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity that moderate the relation between students' previous performance and parental expectations. Our review also indicates that the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority families than for European American families. We describe four mediating processes by which high parental expectations may influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article concludes with a discussion of educational implications as well as suggestions for future research.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/86e43d1b37518d10e803a2e6dc4bc954c88fbcbe

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. S. Sonnenschein
2. Sira Park
3. C. Galindo
4. Ronnel B. King
5. Angela F. Y. Siu
6. Wai S. Tse
7. Ying Ma
8. S. Holloway

Citations in the corpus

• The Role of High Parental Expectations in Adolescents’ Academic Performance and Depression in Hong Kong (2018, methodology): “This finding is in line with previous research suggesting that self-efficacy is not associated with high achievement of adolescents in Asian cultures, and that their fear of failure is associated with academic performance (Yamamoto & Holloway, 2010).”
• No Parent Left Behind: Predicting Parental Involvement in Adolescents' Education Within a Sociodemographically Diverse Population (2013, background): “Furthermore, the factors that predict parental expectations also differ across racial and ethnic groups (Yamamoto & Holloway, 2010).”
• Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement (2015, background): “There are differences, however, across racial/ethnic groups in the expectations parents have for their children (Suizzo & Stapleton, 2007), and in the relation between parents’ expectations and children’s achievement (Yamamoto & Holloway, 2010).”
• Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory (2014, background): “Studies on parental expectations have noted differences among diverse cultural groups (see Yamamoto & Holloway, 2010, for a review).”
• Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities (2012, background): “For example, we did not explore parents’ expectations for children’s academic accomplishments and progress, areas of documented differences across ethnic/racial groups [39].”
• Pathways of influence: Chinese parents' expectations, parenting styles, and child social competence (2015, unknown): “Parental expectations refer to parents’ judgement and predictions about a child’s future achievement relative to a goal (Yamamoto & Holloway, 2010).”
• The Effects of Home Literacy Environment on Children’s Reading Comprehension Development: A Meta-analysis (2020, background): “In the case of reading comprehension, another explanation is that parental expectation enhances children’s reading motivation and reading interest cultivation (Seyfried & Chung, 2002; Yamamoto & Holloway, 2010).”