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The Impact of Family Functioning on African American Males' Academic Achievement: A Review and Clarification of the Empirical Literature


by Jelani Mandara — 2006

This article reviews and clarifies many inconsistencies and misconceptions in the research literature on the effects of family functioning on African American male academic achievement. It was concluded that when parents use an African American version of authoritative parenting, teach children about their cultural heritage and personal power to achieve in spite of barriers, and are actively involved by monitoring homework and limiting counterproductive time, the odds of African American boys succeeding in school are greatly increased. Implications for parenting interventions, educational policy, and future research are also discussed.


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Cite This Article as: Teachers College Record Volume 108 Number 2, 2006, p. 206-223
http://www.tcrecord.org ID Number: 12307, Date Accessed: 12/15/2017 3:25:16 AM

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About the Author
  • Jelani Mandara
    Northwestern University
    E-mail Author
    JELANI MANDARA is an assistant professor in the Human Development and Social Policy program at Northwestern University. His primary research examines the nature and effects of socialization, father’s involvement, and other factors (such as gender, race, and socioeconomic status) on youths’ academic and social development. His current projects examine the effects of parenting styles on the academic achievement, sexual activity, and behavioral problems of Black, Latino, and White American youth. Further interests include socialization differences between teachers and parents, the achievement gap, and typological and person-centered research methods. He regularly teaches courses and conducts workshops on African American child development.
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