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2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
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Interactive Effect of Parenting and Teaching Styles on Academic Achievement

Victoria Rankin Marks

Abstract: Employing an ecological paradigm, this research analyzes the linkages between the environmental contexts in which children function both at home and in school, and their effect on three achievement outcomes: academic, problem behaviors, and social skills. This study utilizes longitudinal data from the Study of Early Child Care and Youth Development (SECCYD) initiated by the National Institute of Child Health and Human Development (NICHD). This research examines the interaction between maternal parenting and teaching styles for 1273 Black and White first and fifth grade students, and their effect on achievement outcomes to assess three issues: the extent of variation in the home environment of children from different racial groups; the extent to which congruity between family and classroom environment is a predictor of achievement outcomes; and, the extent to which the presence of congruity mediates the achievement gap between students of different racial backgrounds. Cross-sectional regression models indicate that, for students of different racial backgrounds, home environments do indeed vary. Findings suggest that, although simple congruity between maternal and teacher styles does not predict the dependent variables, certain types of congruent interactions are significant predictors of academic, problem behaviors, and social skills achievement. Furthermore, when warmth and control dimension main effects and interaction terms are interacted with race, it is evident from these data that their predictive effects on outcomes measured differ significantly for Black children in comparison to White children.