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dissertation entitled

Parental Perspective Toward the Academic
Achievement of High Achieving High School
Students.

presented by

Susan H. Lebow

has been accepted towards fulfillment
of the requirements for

Ph.D. degree in Ph'iiOSOphy

 

 

  

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Date April 16, 1984

 

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PARENTAL PERSPECTIVE TOWARD THE ACADEMIC ACHIEVEMENT
OF HIGH-ACHIEVING HIGH SCHOOL STUDENTS

By

Susan H. Lebow

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Administration and Curriculum

1984

ABSTRACT
PARENTAL PERSPECTIVE TOWARD THE ACADEMIC ACHIEVEMENT
0F HIGH-ACHIEVING HIGH SCHOOL STUDENTS
By

Susan H. Lebow

The purpose of this research project was to study the educa-
tional perspective of parents of high-achieving students. If high
academic achievement is desirable. and parental perspective can be
influential. then such perspective needs to be studied to encourage
high academic achievement. Perspective is defined as beliefs and
behaviors. The population included parents of top ten graduates of the
classes of 1980. 1981. and 1982 of a suburban central Michigan high
school.

The method was that of in-depth interview. Questions to par-
ents included (1) how parents viewed academic achievement. (2) what
parental guidelines were given. (3) how parents gained their perspec-
tive: social and domestic determinants. (4) how parents influenced
environmental factors and interactions related to academic achievement.
and (5) what general comments parents made about raising high-achieving
children. From the taped and transcribed interviews. summary sheets

were made and were used in organizing findings and conclusions.

Susan H. Lebow

While encouraging children always to do their best. parents
stressed learning rather than the acquiring of grades. They expected
their children to have personal responsibility for academic
achievement.

Parental guidelines supported high achievement through
elementary school. but few guidelines were needed in secondary school
because children had internalized learning as important. Later-born
children experienced fewer guidelines than first born.

Study of parent backgrounds showed that reading and thought-
provoking discussions were common in all families. There was a
tradition of valuing and working for academic excellence.

Open exchange of ideas and reading were stressed by parents as
important. Parents believed that success in a variety of activities
(art. music. athletics) would help children gain self-confidence needed
for optimum learning.

Concluding comments by parents emphasized parenting as a
priority in their lives. Other factors important in the educational
perspective of parents were high expectations. developing self-
confidence. and providing a basis of unconditional love in the home.

This study should be replicated at other socioeconomic and
educational levels. By working together. educators and parents should
be able to understand and use parental perspectives to improve academic

achievement for all students.

r
0
be

y.
in"
To Bernie

Whose loving encouragement has inspired

the completion of this study

"Growth can occur even in the ashes of reality."

B. Lebow

ACKNOWLEDGMENTS

The completion of this dissertation could not have been
accomplished without the patience and expertise of many people.

I wish to thank Dr. John Suehr. my committee chairman. who has
always inspired me to think and to incorporate ideas into practice.
From the inception to the completion of this research. Dr. Philip
Cusick has guided my thinking and writing. For his patience and help I
am deeply appreciative. I also wish to thank committee members
Dr. Richard Gardner and Dr. James McKee.

My parents have been a source of support and understanding for
the undertaking of this study. 'Their own life example has continually
encouraged my personal and academic growth.

My children. Melissa. Jeffrey. and Daniel. deserve thanks for
their help and encouragement during the writing of "Momhs big bookJ'
They experienced more independence earlier than I had anticipated for
them as a result of this project.

Special appreciation is extended to Delta Kappa Gamma for the
Hazel Johnson International Scholarship Award (1982-1983) and to Susan
Cooley for the typing of this manuscript.

The greatest inspiration for the completion of this study has

been my husband. Bernard Lebow. His patience and thoughts about life.

achievement. and parenting are woven into the fabric of my life and

into this research.

Chapter

I.

II.

III.

IV.

TABLE OF CONTENTS

THE PROBLEM . . . . . . .
Introduction . . . . . .
Background . . . . . . .
Purpose . . . . . . . .
Significance of the Study
Summary

REVIEW OF LITERATURE . . . . . . . . .

Historical Overview of Parental Perspective in

Relation to Child Academic Achievement . . .
Aspirations and Interests for Children . . . . .

Environmental Control
Influence of Educational

Themselves . . . . . .
Parent-Child Interaction
The Influence of Parents

Concept of Ability . .
Summary

METHODOLOGY . . . . . . .
Population to Be Studied
Setting
Design and Methodology .
Process .
Data . . . . . . . . . .
Summary .

THE FINDINGS:

Question 1:
Achievement

Pursuits by

in Relation

RESPONSE TO QUESTIONS .

Parents for

to Self-

Parental Perspective--Academic

DiSCUSSTOn O O O O O O O O O O O O O O O O O 0

Question 2:

Parental Perspective--Guidelines

Discussion . . . . . . . . . . . . . . . . .

Question 3:
Domestic Determinants

Parental Perspective--Social and

Discussion . . . . . . . . . . . . .

Page

l4
17
20

22

22
27
29

32
33

39
41

42

42
43
44

48
51

52

52
61
61
69

70
73

Question 4:
Environmental Factors

Parental Perspective--Influence of

Discuss1on I O O I O O O O O O O O O O O O O I C 0

Question 5:

Parental Perspective--Genera1 Comments

Related to High Academic Achievement . . . . . . .

Summary
The Findings:

Perspectives--Conventional (Hills) and
(Smiths) . . . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Findings: Comparison . . . . .

Summary

V. FINDINGS. CONCLUSIONS. AND RECOMMENDATIONS

Introduction . . .

F1 nd1ngs O O O O O O O O O O O O O O 0

Conclusions

Findings of the Interview Experience

Forms

Recommendations--Discussion

Summary
APPENDICES . . . . . . . . . . . .
A. INTERVIEW NOTATION SHEET .

B. PARENT INFORMATION SHEET .

C. INTERVIEW SUMMARY SHEET .

BIBLImRAmY O O O O C O O C O O 0

vi

0 o o m o o 0

Comparison of Two Types of Parental
Analytical

0 o 0 Q. o o

Page

74
79

82
84

87
87
88
93
95
95
99
101
102
107
110
111
113
115

117

CHAPTER I

THE PROBLEM

Introduction

Among the challenges facing American schools and parents is
that of educating children to enter into society as functioning. achiev-
ing adults. A child's training begins with early home experiences.
These experiences provide the skills needed for high academic achieve-
ment. In order for higher levels of societal achievement to occur. it
is essential that high-achieving students be produced. Further. recent
studies have indicated that if the United States is to remain interna-
tionally competitive. higher achievement levels will be required in the
academic skills of verbal. quantitative. scientific. and social reason-
ing. As early as the 17005. Adam Smith wrote that the wealth of
nations depends on the abilities. knowledge. and achievement of their
people.

Parents are an important factor in student achievement. Each
parent has a perspective about education. This study addresses the

educational perspective of parents of high-achieving students.

Background

The topic of parental perspective and its influence on academic

achievement has received little attention from researchers. Perhaps

such lack of attention is due to the complexity of parental perspective
and the difficulty in determining how it actually functions. 'The topic
of parental perspective is important since parents are the primary
teachers of their children. Furthermore. parents are the one
continuous force in the education of children. Recent studies indicate
that until the end of high school. parents control 87% of a childus
waking time.

In a broad sense. this study refers to perspective as the
beliefs and behaviors of parents. These parental beliefs and behaviors
reflect a parentfls own character and personality. They grow and
develop as new life situations arise and influence the motivation.
psychic energy. and persistence needed for encouraging high academic
achievement for themselves as well as for their children.

It is easy for one to become caught up in an examination of
matters of home environment and interaction when examining parental
perspective. However. the root of parental perspective on academic
achievement concerns itself with how a person develops the ability to
mobilize and commit "psychic energy" (Etzioni. 1982) to the task at
hand. Etzioni (1982) referred to this ability as self-discipline and
suggested that self-discipline occurs in situations of structured
rather than authoritarian settings. Children not only experience
parental supervision. but a structure for growing up which includes
goals related to learning and academic achievement. In cases of stu-
dents with high academic achievement. after a parent has provided

structure to a chilcfls early life. at some point the child learns to

control his own life. The parental perspective functions as a struc-
ture from which desire and persistence develop. and from which a fer-
tile climate for independent development and academic achievement can
occur.
Parental perspective can encourage children to do their best so
that they will achieve well in school. The implicit assumption of this
statement is that once the impulse to achieve is personalized. that
persistence is a prime prerequisite to achievement. In a school set-
ting. this idea would mean that students who work harder and longer
achieve more than students who do not. In a spectrum of academic
experience. some students keep trying while others do not. And some
parents persist in enforcement of academic excellence while stress
diminishes their control.
Such a situation was described by Feather (1962) as a general
persistence paradigm.
That in which a person is confronted with a very difficult or
insoluable task and is unrestricted in either the time or number of
attempts he can work at TL. He is unsuccessful at each of these
attempts at the task. but he can turn to an alternative activity
whenever he wishes. Persistence may be measured by the total time
or total trials which the person works at the task before he turns
to the alternative activity. The former is sometimes referred to
in the literature as temporal persistence. the latter measure is
analogous to resistance to extinction. (p. 94)

Because persistence seems to effect academic achievement. it is impor-

tant that it be mentioned.

Feather further discussed persistence as (a) a personality

trait. (b) resistance to extinction. and (c) a motivational phenomenon.

Since there exists much evidence demonstrating that parents
exert powerful influence over child behavior. it is helpful for
educators to know how parental perspective functions and to use this
knowledge in motivating student achievement.

Another aspect of academic achievement influenced by parental
perspective concerns behavior controlled by consequences. B. F.
Skinner's study in animal behavior conceptualized positive reinforce-
ment as an environmental consequence that makes initial behavior more
probable when certain stimulation reoccurs.

Using a Skinnerian-like experiment. Siegel and Foshee (1953)
found with children that resistance to extinction can be measured by
the number of reinforced or unreinforced responses by the adult
present. This study showed that a child's persistence was affected by
adult responses.

The particular motivating factors that spur an individual to
perform his/her best depend on the interaction of personalities.
reinforcement history. and such variables as sex. socioeconomic status.
intelligence. environment. and other areas such as need for approval.

Parental perspective on academic achievement is also affected
by the concept of family. Bowen (1966) suggested that there is an
emotional process within the family unit where there are varying
degrees of emotional responsiveness of individual family members. The
extent to which a family member responds to life experiences depends

partially on his level of involvement in what Bowen referred to as "ego

marsJ' For example. when there is stress in the family. family members
tied to the ego mars can experience such effects as learning disorders.

Bernstein (1975) further discussed parental perspective in two
dimensions: (1) the regulative. which establishes authority relations;
and (2) the institutional. which transmits skills and content.

Some writers have examined perspective relative to academic
achievement in terms of culture. For example. Riesman in W
.Qngwd (1960) presented a discussion of persons as "inner-directed" and
"other-directed." Since this study concerns middle- and upper-middle-
class subjects and considers motivation as related to parental perspec-
tive. it is important to examine Riesman's position.

Riesman suggested that in the inner-directed person a "psycho-
logical gyroscope" is implanted early in life by parents and teachers.
This will eventually enable the person to steer himself through the
challenges of life. This inner-directed person is not expected to
replicate the lives of his parents. but he is expected to live up to
the ideals and values of his parents. This psychological gryoscope
acts as a bone for keeping the person in tow.

The other-directed person is directed by "psychological radar."
by peers and media and the order of society. Riesman contrasted the
gyroscope and radar guiding of these two types by suggesting that the
inner-directed person is governed internally by a pre-established
course. whereas an other-directed perSon responds to signals received

from others.

In an inner-directed parental perspective children are "brought
up." while in the other-directed parental perspective. children are
"loved up" through interaction with others.

Bernstein (1975) suggested that the parental perspective that
encourages inner direction is one in which order and authority are
stressed. He described this inner-directed parental perspective as
having strong boundaries between people with explicit organizational
rules and order. He used the term "positional" to describe the effects
of a family where the position of parental authority is influenced by
age and sex. as a patriarchal father.

For the other-directed parental perspective. Bernstein
suggested that there are more fluid relationships. The parents and
others influenCe the academic experience through meeting personal needs
and desires rather than by formal decisions and roles. The inner-
directed parental perspective reveres the private lives of individuals
and self. whereas the other-directed parent promotes the personalized
self where one's inner life is shown to all. and where one must
sometimes modify inner needs to work well with group needs.

In considering the two perspectives. it seems reasonable to
assume that few children experience only one approach. Certainly
parental perspective is shaded with varying degrees of inner and outer
direction.

Newberger's (1977) model of structural-developmental parenting
is helpful in analyzing these two types of parenting perspectives.

inner-d1rected/positional and other-directed/personal.

COT

vii

Ber

the

tic

Nev

Newbergeris related levels of parental perspective include
conventional and analytical levels. The conventional level corresponds
with the inner-directed/positional type of perspective described by
Bernstein and Riesman. while the analytical level most corresponds with
the other-directed/personal type of perspective. Newberger‘s conven-
tional perspective may be described as:

The basis for parental activity and the basis for understanding the
child is the chilcfls actions and inferred intentions in relation to
preconceived. externally derived expectations. The child is con-
ceived as having internal states and needs which must be acknowl-
edged. but the parents conceive of the child's subjective reality
in a stereotypical way. The child is not seen as unique. but as a
member of the class "children." and the parent uses tradition.
"authority." or the conventional wisdom to inform expectations and
practices. The parent and the child are understood to have well-
defined roles which it is their obligation to fulfill. Reciprocity
is conceived as fulfillment of role obligations. (p. 3)

Newberger's analytical parental perspective may be described as:

The parent can view the relationships between parent and child as a
mutual and reciprocal system and understands the child as a complex
psychological self-system. The parent can conceive that motives
underlying a child's actions may reflect simultaneous and con-
flicted feelings. (S)he can also understand that (S)he may have
ambivalent feelings and actions as a parent. and still love and
care for the child. Individuals and relationships are understood
to be in a continual process of growth and change. Reciprocity is
built not only on shared feelings. but also on shared acceptance of
each other's faults and frailties as well as virtues. and each
other's separateness. as well as closeness. (pp. 3-4)

Parental perspective can influence the impulse. psychic energy. and
persistence which are necessary in order for academic achievement to
occur. If the energy to achieve exists but the desire and persistence
to accomplish academic tasks are not strong enough to produce high
academic achievement. parental perspective as it addresses these fac-

tors becomes an important consideration. When academic tasks need

completion. does the parent exert authority or does the parent provide
a structure that encourages the childhs internal self-discipline?
Parental authority structure exists in early childhood before the need
for discipline to complete schoolwork. and indeed begins as the toddler
learns to pick up toys.

The enigma of the matter of developing personal discipline and
pride in academic achievement lies in the nature of the relationship
and the stimulation as influenced by the parent. For example. Brophy
(1970) found that the amount of stimulation given a child is not as
important as the way the stimulation is organized in the home. The
organization of the environment. sex-role influences. sibling relation-
ships. and extended family relationships are all influenced by parent
perspective.

In a study by White (1973). it was found that a parental perspec-
tive that is likely to provide the greatest warmth of affection. firm-
ness. and consistency of discipline produces children who become high
achievers.

The "psychic energy" needed to become an achiever may be
described as the strength to withstand fatigue or hardship with
resilience and stability. It is also a harmony between mind and body
which is genetically and behaviorally influenced by parents. Postman
(1982) suggested that this psychic energy is encouraged by an open.
flexible approach to life. with emphasis on good self-esteem. a

spontaneous outgoing temperament. and a minimum of tension. depression.

anxiety. and anger while under stress. Postman further suggested that
this energy. or stamina. separates winners from losers in life.

More than psychic energy is important for high academic
achievement. Energy must be directed to the necessary tasks at hand.
For example. Renzulli (1977) referred to this quality as "zealfl'cn'
"task commitment." This is the ability to focus one's drive on a
certain topic. Williams (1970) used the more passive term "willing-
ness" to convey the same idea. Bloom's (1982) recent study on achiev-
ing students cited a "willingness to work" as a major contributor to
success in high academic achievement.

Research supports the idea that an important aspect of parental
perspective emphasizes human relationships. Loving. human relation-
ships can form an emotional stability that helps to encourage self-
esteem needed for psychic energy to be developed and maintained.

Parental effect on a chilcfls learning falls into a number of
categories. which are addressed in Chapter II of this study. The
headings in this chapter include parental aspiration and interest in
children. control of the child's environment. personal life of the
parents (which may be referred to as modeling). parent-child interac-
tion. and the influence of parents in relation to the child's develop-
ment of self-concept of ability.

In an over-all sense. what the parental perspective aims to do
is to produce children who can live effectively in the culture. How-
ever. the culture itself is in a constant state of change so that a

certain parental flexibility or adaptability may be needed. Often

10

parents have not examined their own perspectives about achievement
since they were children in a parent-child relationship. Confronted
with the role of advising their own child/children. parents often draw
on their past experiences which have formulated their perspectives
about child rearing and about their child's academic achievement.

This relationship of the past influencing present perspective
was described by Hymes (1974). who said that humans of all ages get
caught in a powerful "web" spun of two strong threads: the way they
were treated in the past and the way they function in the present.

Understanding a parent's perspective of academic performance
must adapt to the circumstances at hand. For example. no longer do
most parents vocationally prepare a child as they did in pre-industrial
society. However. in considering the need for preparing a child for
success in an educational environment. one needs to examine the rela-
tionship between education and culture. Postman (1979) suggested that
in this relationship "the stability and vitality of an environment
depends not on what is in the environment. but on the interplay of its
elements. that is. on their diverse and dynamic complementaries"

u» 18L However. determining how life experiences complement each
other is a difficult subject to analyze. This may be explained by the
idea that what makes something good may be the existence of some oppos-
ing force which keeps it under control.

When parents express their views they can encourage or

discourage a child's thoughts. For example. when this researcher was

11

first exposed to religious training. parental comments called attention
to the benefits and dangers of indoctrination. Thus. parental action.
while at some times encouraging. may at other times question the
child's idea. A tempered effect occurs and assists the child in the
development of analytical thinking needed for high academic achieve-
ment.

A cultural change that must be adapted to by parents concerns
current life style and the resulting structure of homes. Keniston
(1979) in All_Qu£_Child£en wrote that one out of every three children
in America now grows up in a single-parent family. For the parents and
children there are both social and psychological implications of such
experience. When one parent shoulders the major responsibility for the
child's learning and life adjustment. matters of communication. model-
ing. quality and quantity of shared experiences are focused more on the
one parent. While the absent sex role may be less influential in the
child's life. the single parent's perspective may be influenced at
least temporarily by the upheavals of divorce. While this study does
not majorly address this issue. it will simply state that the sharp
rise in single-parent homes is different from the traditional nuclear
family in terms of the above-cited dimensions.

Parental management of television viewing has also emerged as a
distinct difference in the "generation gap" between parents and their
own childhood experience. Present estimates are that. between the ages
of S and 15. an average American child watches 15.000 hours of tele-

vision. Other reports have shown that American high school students

12

average 30 hours of television viewing and four hours of homework per
week. Television viewing has emerged as an omnipresent factor in
American homes and has affected a change in family life from previous
generations in terms of reading time. family chats. sings around the
piano. and the "eye-to-eye" family interaction described by such child
psychologists as Gary Stollack. While minimum television viewing has
been cited as beneficial to learning by raising student motivation and
responsiveness to instruction. the amount of television viewing in
relation to other enriching experiences can affect academic achieve-
ment. Since television viewing occurs largely at home. parental per-
spective regarding television viewing is examined in this study.

The effects of the women's movement. trends in child day care.
as well as electronic devices that entertain children for long hours.
have also lessened the quantity of parent-child interaction from the
previous generation. Increasing numbers of mothers of school-age
children now work outside of the home.

Walberg (1984) reported that in a synthesis of 2.575 studies of
academic achievement. parents directly or indirectly influenced deter-
minants of affective. cognitive. and behavioral learning. Some'of the
determinants cited included student ability. student motivation. stimu-
lating home environment. peer group with academic interests. goals and
activities. and minimum exposure to "low-grade" television.

If parents and educators mutually understand each other's per-
spective about academic achievement and are able to blend their per~

spectives. goals of learning will be facilitated for students.

spe

the

th.

ex,

Cd

hi.

13

The core of this study examines the concept of parental per-

spective. The term "perspective" may be described as:
an ordered view of one's worl d; what is taken for granted about the
attributes of various objects. events. and human nature. It is an
order of things remembered and expected as well as actually
perceived. an organized conception of what is plausible and what is
possible. (Shibutani. 1961. p. 161)

Further defined. perspective is a cycle of beliefs and actions
that develop as a person interacts with his surroundings. In assigning
the term "perspective" to parenting. it is necessary to study the
experiences that influence how a parent views himself. More specifi-
cally. what a parent believes and does depends on how he perceives
himself as influenced by life experiences.

Parental perspective about academic achievement develops from
interaction between individuals or groups. In the parent's own per-
sonal experience and in the parenting experience in particular. this
interaction determines how a parent feels about academic achievement.
For example. there may be a family tradition of high academic achieve-
ment.

Regarding group perspective. Becker. Greer. and Hughes (1968)
explained that:

Members will develop ideas in this interaction that. because they
are held in common. create a universe of discourse. a common frame
of reference. in which communication may take place. Similarly
they develop as they interact in a variety of settings and specific
situations. patterns of individual and collective activity. The
activities grow out of the ideas being their logical extensions in
actions. ‘They also give weight and meaning to the ideas by creat-
ing patterns of everyday experience that make these ideas seem

reasonable and appropriate to the situations that they are applied
to. In this sense. the ideas grow out of the activities. (p. 58)

14

While it is impossible to discount parental perspective as a cause
factor in high academic achievement. the emphasis of this study focuses
on perspective as a reflective point of view. The beliefs and behav-

iors of parents are described and explained.

flatness
The purpose of this study is to describe and explain the

educational perspective of parents of high-achieving students. High-
achieving students in this study are defined as being in the top 10
percent of their high school graduating class as defined by grade point
average.

From the discussion presented. some questions emerge concerning
parental influence and its relationship with academic achievement:

1. What is the parental conception of parent role in the
academic achievement of their children?

2. What parental beliefs and behaviors enhance the motivation.
psychic energy. and persistence needed for high academic achievement?

3. What kinds of parentally encouraged experiences help a
Child to become a high-achieving student?

4. How do parents of children who achieve high grades deal
with the experiences of formal education?

5. What connection can be established between the reflective
consciousness of the parent and the fact of high academic achievement
in the child?

6. Is it possible to identify forms of parental perspective

that facilitate high academic achievement?

15

These questions are addressed in the interview questions in this study.
which are cited on succeeding pages of this chapter.

In the case of high-achieving children. the educationally
related beliefs and behaviors of the parents of such children need to
be studied because research has shown that a childhs success in school
is greatly influenced by his parents. This study is undertaken with
the assumption that if high academic achievement is desirable. and if
parental perspective influences school experience. then such perspec-
tive needs to be examined for the optimum encouragement of high aca-
demic achievement. Information gained can be of value to students.
parents. and educators.

Extensive research in education and social-psychological
development has examined high achievers from the position of student
self-esteem. motivation. family background. class. values. and
behaviors. However. there exists extremely limited material examining
parental perspective and school-related behavior of parents of high-
achieving students. Therefore. this study describes and explains the
educational perspective and school-related behavior of parents of high-
achieving students by studying:

l. the relationship of parental perspective to academic
achievement.

2. parental beliefs and behaviors relative to childrenfis
school performance.

3. the association of home experiences relative to academic

achievement of the population studied.

16

This study examines parents' beliefs and behaviors relative to academic
performance as perceived and reported by them.

To this end the following questions were asked of parents.
These questions were derived as a result of extensive reading of
related literature and were formulated from questions the researcher
wished to examine. They were designed to provide optimum insight into
the parents' educational perspective: how it was developed and how it

functioned in relation to the high-achieving child.

NW

1. How do you feel about the importance of grades and academic
achievement?

2. What did you say or do about conveying your feelings about
academic achievement to your son/daughter?

B.EABENLBEHA.V.I.QB

1. Were there particular guidelines which you established in the
home which might have influenced academic achievement?

2. What about your insistence upon academic achievement?

3. Did you find that your son/daughter did schoolwork mostly on
his/her own? Did you help with the schoolwork?

4. Were you ever involved with the schools at all?

5. Did you read and study about child rearing. or did you proceed
in parenting experience mostly by your own sense?

C.IIMLELEMENI

1. When did you first realize that your son/daughter would excel
academically?

D.EABENIS.JIIEM§.EL¥ES

1. Would you comment on your own academic background?

l7

2. How did you come to feel as you do about academic achievement?
(influence of family. environment. etc.)

RAW

1. Did your son/daughter relate more with one parent than the
other in terms of being interested in academic achievement?

W

1. How do you feel about the birth order or relationship with
siblings and its effect upon academic achievement?

WE

1. Did your perspective about achievement change any as you went
along the road of parenting with this child? How? Why?

2. What is the most important thing you could say about academic
achievement?

3. What advice do you have to give young parents about how to
raise an academically achieving child?

WWW

Understanding of parental perspective regarding education is

important in the process of studying academic achievement. From a

review of the literature. it appears that more research is needed

concerning parental perspective. It is clear that researchers in

education have not seriously addressed the topic.

The American social and economic system demands high levels of

technology which must be directed by highly competent school graduates.

Since the 1970's. scores on the National Assessment of Education
Progress tests of 17 year olds have declined. On International
Assessment tests in mathematics. science. and reading comprehen-
sion. the United States placed last on three of the tests and lower
than the other developed countries on seven of them. (Hersh. 1983.
pp. 636-637)

18

Decline in student academic achievement poses a threat to
economic survival. Perhaps the decline in LLS. productivity and
struggle to compete in world markets is affected by decline in student
academic achievement. Indeed. Wharton (1981) suggested that decline in
literacy may condemn us to be "technopeasants--modern day serfs. nomi-
nally free. but disenfranchised by ignorance and fear of prevailing
technol ogy" (p. 3).

It may be that some school leaders feel that studying parental
perspective regarding academic achievement is a threat to their quali-
fications as educators. Indeed. as reassessment in education continues
there is frequent discussion of the role of parents versus the role of
educators in producing academic excellence.

Recognizing the need for encouraging high academic achievement.
Coleman (1962) suggested that minor attention has been given to the
influences that affect the academic performance of adolescents.

Additional knowledge concerning parental perspective of
academic achievement is needed. for in order to encourage parenting
which assists in academic achievement. it is necessary to determine
parents'iviews toward scholastic achievement. If research can estab-
lish the relationship between parental perspective and academic
achievement and the conditions that affect that relationship. then
theories can be established that will more effectively assist students
in achieving their academic goals.

Influences that parents are assumed to have on academic

achievement include parent influence on self-concept. on student

19

academic aspirations. on nonacademic facts such as peer relationships.
on knowledge and skills. and on the affective domain. For example. "a
parent can raise a child to be excited or fearful of academic tasks"
(Linger. 1954. p. 100). It is also perceived that parental norms about
clothing. dating. and career choices affect the academic performance of
students (Rosen. 1955). By placing parental value on activity related
to the above. academic achievement may be affected. {Such influence
does not make up the complete picture of parental influence. and cer-
tainly no one influence is more important than another. .As Siegel
(1956) suggested. "there is a multiple and interactive impact of vari-
ous influences upon academic achievement” (p. 33).

This study takes the premise that:

l. the student-parent relationship involves a definable
perspective about high academic achievement.

2. perceived parental academic aspirations are usually related
to academic achievement. and

3. academic success when a child feels an obligation to do well
corresponds with parental perspective regarding academic achievement.

As declining test scores have emerged. it is easy for parents
to assign responsibility for declining academic achievement to the
schools. citing lack of discipline. uncaring teachers. or low expecta-
tions as reasons. Likewise. schools often hold parents responsible by
accusing that television has replaced reading and that broken homes and
working parents have allotted less time to helping their children

learn.

20

While all recognize the importance of academic achievement. the
acceptance of responsibility for academic achievement is still tossed
between home and schoofl. Regarding excellence in school performance.
Hawkins (1983) suggested.

It does not happen by chance. It must be made a high priority
which is carefully nurtured and rewarded when attained. It occurs
best in a hospitable environment which prizes the individual and
encourages initiative. It is stifled by repression and lack of
vision. (p. 2)

This study focuses on the parents of high-achieving students
and does not deal with parental views of "gifted and talented"
students. While many high-achieving children are indeed "gifted and
talented." some achieving children are simply unusually motivated to

achieve and to produce results equal to or surpassing students who

indeed test with unusually high intelligence-test results.

Sumarx

Chapter I has presented parental perspective as a structure
that influences character development in terms of desire. psychic
energy. and persistence needed for academic success. The nature of the
parent-child relationship was discussed. and dimensions of inner and
other direction. as studied by Bernstein. Riesman. and Newberger. were
examined. This chapter discussed the need for adapting parental
perspective to the present cultural circumstances. The notion of
complementary influence was mentioned. Questions emerged about
parental perspective in relation to academic achievement. The term

"perspective" was defined and explained. In discussing the stimulation

21

provided by parents. questions were presented relative to parental
beliefs and behaviors and parental experience with formal education.

More research is needed to help establish the relationship
between parental perspective and academic achievement. After such
research has been completed. educational theories can be developed that
will be useful as parents and schools plan together for students'

optimum academic achievement.

CHAPTER II

REVIEW OF LITERATURE
WW3
.BalaI1Qn_IQ_Qh11fi_AQnd§m1£_AQh1§¥am§nI

There has always been parental involvement in the education of
children. Through modeling. teaching. and the use of praise and
discipline. families have provided informal education for their
children. In early Egyptian. Roman. Hebrew. and Greek times. parents
were involved in the selection of teachers and in the selection of what
was to be taught to their children. During the Middle Ages (400 AJL
to 1400 AJL). children were sent to apprentice a trade and were
treated as "miniature" adults rather than as helpless children. During
the fifteenth to seventeenth centuries when the concept of family began
to develop. strict discipline was imposed on all classes of children.
By the late eighteenth century. parental perspective about children
was less strict and included a touch of humanism. Such philosophy is
represented in the writings of Pestalozzi (1747-1827). who said that
mothers should nourish a child's mind and body. Freidrich Froebel.
born in 1782. recognized the importance of the mother in the education

of her child. In his book MgtheL_Elays_and_unnsgny_§gngs he organized

such mother-child activities as finger plays and nursery-rhyme songs.

22

23

In colonial America. child-rearing practice was mostly tied to
the religious background of the family. The Puritans developed rigid
rules for their children which reflected the belief that the childhs
will should be broken in order to foster "perfect" behavior. After the
Industrial Revolution and the social crises brought about by the
revolution. it was felt that parents needed assistance with the new
demands of parenting and preparing children for newly defined life
roles. Spencer (1900) wrote that education for parenthood was more
significant than preparation for citizenship.

In the 18605 after the Civil War. women began to become farm-
hands and to fulfill other obligations previously reserved for men.
Prominent women founded the PTA (then the National Congress of
Mothers). child-study groups. and free kindergartens. Reflecting
interest in home-school cooperation and in the development of student
achievement. the PTA grew from 60.000 in 1915 to 1.500.000 in 1930
(Schlossman. 1976). In the 18805. parents began to read about parent-
ing in such journals as Will-0.9: WW. and
Wm Calvinist writings influenced many parents who

believed that children were not to be spoiled and that parents were to
expect total and hnmediate obedience. It was considered fatal to let
the child win out (Sunley. 1955). A later theory cited by Sunley
suggested that children should be treated in a gentle manner with
consistency and firmness underlying the nurturing. 'This guideline was

thought to help children reach their full potential.

24

Reflecting a change in parental perspective from the nurturing
attitude of the 18905. by 1910-1920 a new trend suggested that disci-
pline and punishment were important for good character development.
Parents were advised to use more discipline. and less emphasis was
placed on a nurturing home environment.

During the years of World War II. parent-education programs
continued while

child care money became available for mothers working in the war
effort. A trend in parent-child interaction saw that "parents
began to spend less time with their children than in previous
decades." Additionally. a trend toward permissiveness in parent-
child relations was indicated. Increasingly the American society
gave decreasing prominence to the family as a socializing agent.
(Bronfenbrenner. 1970. pp. 98-99)

During the 19505. more concern was devoted to the mental health
of children. Benjamin Spock's writings shifted the ideas of many from
strict scheduling of children's lives to more concern for mental
health.

In the 19605. after the launching of Sputnik by the U.S.S.R..
the attention of parents and educators was directed to the intellectual
development of their children. particularly in science and mathematics.
It was common for all institutions. education. family. religion. and
government. to be questioned and criticized by young people. Since the
18905. the American family had changed from a largely rural nation to
an urban nation. Families became dependent on others for employment in

business and industry. where previously they had been self-sufficient

rural units with authoritarian parents. Children were no longer

25

economic assets who helped their parents with the family farm or
business. Instead. they became financial liabilities. costing 520.000
to raise from infancy to 18 years of age (Hill. 1970).

Spock was joined by Ginott in the 19605. who suggested that
parents talk about their feelings with children and guide their chil-
dren in a way that avoids guilt and helps children understand parent
feelings. thus disciplining the child in positive ways. Piaget's
theories of cognitive development stressed active involvement of the
child with his learning environment. Many parents and educators were
influenced by his writing.

In the 19605 the United States' standard of living was the
highest in the world. Studies of behavioral scientists and educators
presented overwhelming evidence that early development and the influ-
ence of parents had a profound influence on a child's development
(Bloom. 1964; Hunt. 1970; Skeels. 19660. Research indicated that
parent involvement and family background were correlated with academic
success. As programs such as Head Start were initiated. parent
involvement in the education of children was recognized as crucially
important. 1

During the 19605 the United States was involved in the Vietnam
War: this resulted in changes in family relationships. moral standards.
and social change. There were immense changes in parental perspective
as many families were torn apart by young people who used drugs and
who had experienced conflict about participation in the war; Parents

of adolescents needed counseling when confronted with overwhelming

26

value changes in their children. Television. peer-group influence.
lack of consistent social and moral guidance. and involvement in the
war thrust parents into an arena for which they were not prepared by
previous role models of parent-child relationships. Many parent groups
were organized in an effort to understand the new roles of parenting.

The children represented in this study were born during the
decade of the 19605. The social influences of that time were of
concern to young parents since there was such significant upheaval in
values affecting parenting and education.

By the 19705 there was parental emphasis on the development of
the "total" child: social. intellectual. emotional. and physical.
Cognitive development was stressed. and Piaget's theories about cogni-
tive development had great impact on education. .An over-all concern
for the well-rounded development of the "total" child was emphasized.

While parents originally had control of the education of their
children. the changes from rural to urban education had brought
increasing separation of school and families. In the 19705. control of
education now shifted from parents to professionals (Goodson. 1975).

During the 19705. however. parents served on advisory councils
and were represented in such federally funded programs as Home Start
and Head Start. Experts began to believe that a partnership between
parents and schools and agencies was essential. Research indicated
that parent involvement and family background correlated positively

with academic success.

27

Mass media. the fast pace of life. changing life styles. and
employment of both parents brought increased attention to the life of
the total family.

After the first White House Conference on Families convened in
July 1980. the diversity of philosophies on parental perspective became
apparent. There was. however. general concern for the role of parents

in the education of their children (Berger. 1981).

W

The following discussion is based on the premise that
individuals tend to perceive the commonly held expectations of others
in the social system and will behave in ways that they believe others
expect as appropriate. For example. a child may learn that certain
academic demands must be met in order for his relationship with his
parents to continue. In other words. "the child learns how he is to
behave in one social system so that he can not only meet the demands of
that system but of related systems" (Linton. 1945. p. 97).

The influence of parental aspiration for their children has
been studied by many researchers. In examining the interest of parents
for the education of their children. Mallinson (1963) found that the
Inost influential factor in science achievement was that of aspirations
and interest of parents for the education of their children. In dis-
cussing this influence of parent aspiration on academic achievement.
14iner (1968) found that there is a positive correlation between intel-
ligence. academic achievement. and parental educational aspiration.

More specifically. Miner's studies have shown that parents whose

28

children achieve academic success have been found to (1) give praise
and approval. (2) show interest and understanding. (3) allow children
to feel a sense of family belongingness. and (4) encourage their chil-
dren to identify with them.

In a study of adolescent academic achievement. Baumrind (1968)
found that adolescents whose parents demand high academic achievement
are more likely to deliver it. Baumrind suggested that when adoles-
cents are oriented to academic achievement. they tend to (1) get along
with parents. (2) obey rules willingly. and (3) seek social accepta-
bility.

In examining the effect of parental perspective on academic
achievement. it seems clear that the circumstances by which parents
communicate expectations to their children make a difference in their
children's reactions to those expectations. Children tend to develop
high levels of aspiration when their parents make appropriate demands
at appropriate times. reward success liberally. and hold standards of
excellence for them while giving them freedom to work out their own
problems in their own ways (Veroff. 1965).

In examining academic achievement in reading. science. and
literature. Coleman (1974) found that the total effect of home
background is greater than the total effect of school variables. In
relation to the three areas studied. reading was found to be more fully
an outgrowth of home influence than either science or literature.

In addition to their supportive attitudes and behaviors toward

'their children. parents of high-achieving boys were found to encourage

 

 

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29

a positive attitude toward teachers. toward school. and toward intel-
lectual activities (Wilson & Morrow. 1962).

While many studies have cited the positive influence of par-
ents. it has been frequently claimed that as a child enters adoles-
cence. parents become»less and less an influence on academic
achievement and that peers take over the major influencing role.
Coleman (1960) took the position that "what our society has done is to
set apart an institution of their own. adolescents for whom home is
little more than a dormitory and whose world is made up of activities
peculiar to their fellows" (p. 339). It is possible that if peer
influence becomes important in a school where achievement brings few
social rewards. then those who seek scholarly achievement would be few.

In a study of home environment and academic achievement.
Sommerville (1970) concluded that there is a significant relationship

between home environment and the achievement level of students.

EnvimnmsntaLQontml

Further evidence of parental perspective relates to control of
student environment. Such control concerns the physical as well as the
psychological environment. It includes environment influences on
behavior in relation to (1) interpersonal processes. (2) reinforcement.
(3) identification. (4) social learning. and (5) modeling.

In examining the effect of environment on academic achievement.
E3ronfenbrenner (1970) found that high-achieving students used parents

as the major source of support and control in their environment.

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30

Regarding class differences. studies have shown that the
middle-class parent is more concerned than parents in other classes
about academic achievement. ‘The middle-class successful parent is a
model of academic and occupational achievement and thus encourages his
children to follow the same life style. 'The lowest motivation to
achieve was found among large lower-class families; the next lowest in
large upper-class families. Medium-sized upper-class families produced
about the same aspiration levels as middle-class families (Rosen.
1959).

Environmental factors related to family position have shown
that the oldest child does not always achieve the most. Specifically.
first-born children of fathers with at least a high school education
scored higher than their later-born brothers and sisters. regardless of
education. Scores of National Merit Scholarship participants showed
that first horns of smaller families scored higher. even when parents'
educations and family income were controlled. than participants in
larger families (Glass. 1974).

Highest achievement scores occurred among children born into
intermediate positions in large families of upper- and middle-class
status. Eldest children of upper- and middle-class medium-sized
families scored highest. ‘The youngest child in a small upper- or
middle-class family was likely to be just as achievement oriented as
the eldest. Least ambitious of all was the eldest child of a large

lower-class family. Second place for lack of achievement motivation

31

went to the youngest child of a large upper- or middle-class family
(Torsen. 1959).

While parents are the most important factor in affecting a
chilcfls environment. they themselves are susceptible to myriads of
varying environmental influences. A central challenge for the parent
is to deal with uncertainties in the environment and to adapt them for
the chilcPs growth. However. there are several problems associated
with doing this. First. in the activities between parents and children
there is no definite set of cause and effect factors. Studying the
basis of learning rests on a system of belief about relationships.
materials. and the students themselves. For example. a proportion of
inner/other direction and conventional versus analytical perspective
(see Chapter I) exists in each home.

A parent cannot simply control or remove environmental factors
such as peer influence. or any circumstance that could affect high
academic achievement. In fact. it would be necessary to have full-time
home researchers to isolate the essential components of the parenting-
learning process and to deal with the numerous variables operating at
the fringe of the family in order to make more scientific study of the
parent-child relationship as it influences academic achievement. 'The
values. beliefs. perceptions. and behaviors of children are all
affected outside of the home. Research has shown that factors such as
class. culture. family size. position in the family. and family struc-

ture also affect results. Although parents may be unable to control

32

the number of potentially influencing variables affecting their chil-
dren's lives. they are a major influencing factor.
In discussing individual child uniqueness and potential. Dobson

(1970) suggested that each child has "unique genes and a unique psycho-
logical environment." He added. "Don't put a pre-conceived mold down
for the child. Stand back and allow him to actual ize the unique and
potential self which is unfolding in him" (p. 321). In so doing. a
parent will be more likely to encourage what Bronfenbrenner (1980)
described as the "highest expression of development." Such development
is

a child's growing capacity to remold reality in accordance with

human requirements and aspirations. It is the development of the

child's evolving conception of the ecological environment. his

relation to it. and the child's growing capacity to discover.
sustain or alter its properties. that is significant. (p. 92)

W
W

Parents showing interest in the education of their children
influence achievement. However. additional influence is exerted when
the parent himself is involved in educational matters. In such a case
the parent's interest becomes a model. Bronfenbrenner's (1970) studies
found that "there is a substantial body of data demonstrating the
powerful effect of parents as models in shaping the intellectual
behavior and development of the child" (p. 125).

In a study of academic achievement and occupational plans of
3.245 high school seniors. Picou (1973) found that the father's occupa-

tion. income. education. and academic performance as well as his

33

academic achievement and education had the strongest effect on the
student's academic achievement and occupational plans.

In the University of Chicago Quincey Youth Project. Pierce
(1959) explained why somerstudents achieved high while others. of
similar ability. achieved below their potential. He found that high
achievers placed a higher value on concepts of work. school. and imagi-
nation which were considered necessary for high academic achievement.
The high achievers cited their fathers as the most important influences
in their lives more often than did low achievers (Pierce. 1959L

In a study of parental influence in the academic achievement of
Mexican-American high achievers. Gandara (1980) found that parental
regard for the work ethic and the attention of a role model were

significant factors in affecting student academic achievement.

Winn

Parent-child interaction is another factor affecting student
internalization of parent aspiration. In a study of academic achieve-
tnent. White (1973) found that success in producing children who are
high academic achievers is not dependent upon money. education. a happy
marriage. or both parents living at home. Instead. White concluded
'that academic achievement is more closely related to parent understand-
ing of the factors affecting a child's development and the nature of
the interaction between parent and chi 1d.

The nature of these beliefs and parent-child interactions
defines a parent's particular perspective. In a study investigating

the nature of the interactions between parents and high-achieving

34

children. Watts (1973) found that mothers of achieving children used
intellectually stimulating techniques of teaching. justifying. and
conversing. Direct participation in child-initiated activities by the
mother who had acquired an understanding of what was developmentally
appropriate and intellectually stimulating was the key attribute in

helping children become high achievers.

In a study of mother-child interaction. Brophy (1970) found
that the amount of stimulation given a child is not as important as the
way in which stimulation is organized in the home. Brophy also
concluded that not only is the organization of stimulation important.
but the mother's impression of herself influences child academic
achievement.

In studying the effects of mother-child interaction and cogni—
tive development. Strassguth and Bee (1972) concluded that differences
in learning environment and motivational characteristics are related to
differences in cognitive functioning. They also concluded that contin-
gency of social reinforcement is important in modifying behavior and
'that teaching styles and patterns of feedback used by mothers are
itnportant in shaping cognitive functioning. More specifically. Chance
(1968) found that need achievement in boys is associated with early
‘training by mothers concerned with controlling child behavior. 'This
study also concluded that the development of personal control of out-

comes was enhanced by early independence-training behaviors of the

mother.

35

In a study of differential cognitive abilities and correspond-
ing characteristics of the child's home in terms of human interaction.
Bing (1967) found that the essential condition for'the development of
verbal skill is close relationship and communicating with an adult. and
that verbal ability is encouraged by a high degree of interaction
between mother and child.

In further defining the effect of parent-child interaction.
White (1973) found that parents whose children become conscientious are
likely to be those with the greatest warmth of affection from parents
and the greatest firmness and consistency. not severity. of discipline.

In a study of parental perspective in relation to academic
achievement. Pierce (1959) found that academic achievement in boys is
encouraged by homes that are democratic. whereas for girls. academic
achievement appears to be aided more by homes that are strict and
demanding. Parental perspective toward child rearing affects academic
achievement and can be conceptualized in terms of two dimensions: the
degree of control and the quality of acceptance. Various combinations
of these two dimensions are possible. The five general types are
(l) overly protective. (2) authoritarian. (3) neglectful (rejecting and
permissive). (4) indulgent-permissive (conditionally accepting). and
(5) authoritative (accepting and flexibly autonomy creating) (McKinney.
1982). In actual practice. all parental relationships fluctuate in
these two basic dimensions. Additionally. one parent may be more or
less authoritarian than another. The relationship of these patterns of

parental roles to adolescent behaviors. and most specifically to

36

academic achievement. is important to this study. For example.
Baumrind (1968) reported parental behaviors that produced the following
results:

1. Overly protective parents had children who were dependent.
passive. conforming. timid. insecure. lacking self-confidence. and not
able to take charge.

2. Authoritarian parents had children who tended to defend
traditional values and conform to parental expectations. Such children
had not been trained to think or question for themselves.

3. Neglectful parents often had children who externalized or
acted out hostility in the form of antisocial aggression. Having been
treated "unfairly."lnany neglected children tend to be law breakers.
Such adolescents had internalized few controls which would enable them
to change their aggression into socially acceptable avenues. Harsh.
neglectful. and inconsistent parents were apt to engender hostility and
lack of self-control in their children.

4. Indulgent and permissive parents often experienced children
with loss of sel f-control and sel f-sufficiency. Their children were
(yrten self-centered. attention seekers. and were used to getting their
own way.

5. Authoritative parents encouraged their children to be self-
confident. independent. and assertive. Their children were willing to
fight for the principles and values to which they were committed.

Nuttall and Nuttall (1976) found that parents who were per-

ceived by their children as less hostile tended to produce children

37

with high academic traits. Academic achievement seems to be facili-
tated by parents who are able to maintain effectiveness while adapting
their behavior to meet the needs of the child's developmental level.

A part of the consideration of parental child-rearing practice
is the idea of a conceptual system that explains how a child thinks and
is influenced by parental beliefs and behaviors. For example. students
whose basic behavior falls into conceptual system level I are obedient
to authority: level II students are rebellious and anti-authority
oriented; level III students are abstract and flexible but very
socially oriented; and level IV students are creative. flexible.
information based. problem solving and decision making (Berger. 1981).

It is likely that parental beliefs and behaviors play a
significant role in the development and use of formal reasoning.
Authoritative parental behaviors seem to enhance academic achievement
and seem to be associated with level IV reasoning: however. parents who
carry out authoritarian and neglecting roles seem to affect a child's
development by arresting him at level I or level II. Level II children
seem to be related to protective child-rearing beliefs and behaviors.

Brookover suggested that it is not only the presence of parent-
child interaction that affects academic achievement: the nonpresence of
parental influence is also a significant factor. In his W
Went. Bronfenbrenner (1979) discussed mol nar behavior.
which is behavior having its own momentum. It is perceived as having
meaning by the participants. Bronfenbrenner suggested that the devel-

opmental status of a young person can be assessed by the variety and

38

complexity of the molnar activities which he/she initiates and main-
tains without another person instigating or directing the activity.

In further discussing adult-child relationships. Bronfenbrenner
expanded the concept to include influencing relationships of signifi-
cant others. He categorized influences into mesosystems (the relation-
ship of a person dealing directly with another person). exosystems (the
relationship of a third person influencing the second person--for
example. another person influencing a parent). or macrosystems (the
influences of prevailing institutions in society).

Although there seem to be no simple formulas regarding parental
discipline in relation to achievement. Bronfenbrenner's (1979) studies
have shown that achievement is lowest in homes with laissez-fai re
discipline and higher in homes where there is an authoritarian style of
discipline.

Banner's (1979) studies concluded that mothers of high-
achieving students are less dominant. rigid. possessive. and intrusive
than mothers of low-achieving students. Banner further suggested that
students from stable family environments tend to experience higher
academic achievement than students from less stable home environments.

A related study by Nuttall (1976) found that high achievers had
accepting mothers. parents who were low in the use of hostile control.
and parents who were low on allowing independence in the child's early
home experience.

Another study by Nuttall (1969) considered parental relation-

ship and academic achievement among 5.300 Puerto Rican junior and

39

senior high school students. Nuttall concluded that "generally higher
socio-economic status relates with higher parental acceptance of child

functioning and lower hostile psychological control."

IhLlnfluetmeLEaLentLiLBelatim
W

A major theoretical proposition studied extensively by
Brookover (1965) suggests that students develop their self-concept of
ability largely through the perceptions of how others evaluate their
ability. Brookover (1954) also found that a student's sel f-concept of
ability is positively related to the image he perceives that signifi-
cant others such as parents. teachers. and peers hold of him. Further-
more. student sel f-concept of ability was positively correlated to
school achievement. Brookover further reported that parents were per-
ceived to be the most important significant others named by adoles-
cents. with peers ranking second.

For a student to gear himself toward achievement. he must think
that it is possible for him to meet the necessary requirements for the
achievement. Additionally. he must believe that he is doing the right
thing when carrying out the necessary tasks for achievement. Whether
or not a given task is seen as appropriate depends on his sel f-identity
in relation to others. Erickson (1965) suggested that this perceived
evaluation of ability does not necessarily cause the student to engage
in an activity. If the student learns that he is capable of achieving
highly. and his sel f-concept of his ability does not limit his achieve-

ment. he must also decide that such achievement will positively

40

influence his life goals. If these conditions are met. then the like-
lihood of his pursuing his goals in enhanced. Parental influence in
these areas of self-concept and motivation distinctly affects academic
achievement.

This discussion of parental perspective in relation to high
academic achievement would not be complete without mention of Jencksus
(1972) study regarding educational achievement and social or biological
phenomena. Jencks's research led him to conclude that genes explain
about 45% of the variance in American test scores. that environment
explains about 35%. and that the tendency of environmentally advantaged
families to have genetically advanced children explains the remaining
20%.

While this study of parental perspective does not emphasize
genetic versus environmental influences. there is much literature that
addresses the topic. Other studies have produced slightly differing
percentages of genetic versus environmental influence on academic
achievement. Since there is not conclusive evidence supporting
accurate percentages of influence. this study merely states rather than
explores in depth this topic.

Palmer (1967) conducted a study for the Toronto Board of
Education regarding the influence of parents on academic achievement.
'This.study concluded that when the quality of parental influence on a
chilcfls academic performance is identified and evaluated. educators can
more fully understand and aid the child in classroom performance.

Palmer suggested that if conflicts between the goals of home and school

41

are understood by educators. steps can be taken to help the child
acquire motivation to learn and to appreciate the long-term educational
goals that are made for children by school and society. Palmer further
suggested that not only can parents learn from schools about academic
goals and procedures. but schools can learn from parents in such areas
as use of rules. inspired learning. and the style of learning that a
given child is best suited for.

Specific findings of Palmer's study reported that the highest
academic achievement tended to come from homes of small. middle-class.
Protestant. college-educated families and from parents who were»"moder-

ate" in their use of force in rearing their children.

Sumac:

A historical overview of parental perspective in relation to
child academic achievement was presented. In this overview. special
mention was made of the societal changes affecting parents in the
19605. when the parents in this study began their parenting experience.

Other sections reviewed the literature and discussed parental
perspective in relation to (a) aspirations and interests for children.
(b) environmental control. (c) influence of educational pursuits by
parents for themselves. (d) parent-child interaction. and (e) the

influence of parents in relation to self-concept of ability.

CHAPTER III

METHODOLOGY

Wed
The population to be studied included parents of the top ten

graduates of the classes of 1980. 1981. and 1982 of a suburban midwest
high school. lhe top ten graduates were students whose total high
school academic achievement as computed by grade point average in all
subjects was in the top ten of the graduating class. The names of
these students were procured from local newspaper articles reporting
graduation information from the classes of 1981 and 1982. .Additional
information regarding the addresses and telephone numbers of the
parents was provided by the high school guidance office. No records
were available for the class of 1980. However. the county intermediate
school system. which stored all computerized school records including
student grades. was able to provide a printout of the grades. names.
and addresses of the parents of the class of 1980.

All parents of the students selected still resided in the
school system. All parents except one enthusiastically agreed to be
interviewed. That one parent who refused to be interviewed for per-
sonal reasons did not explain to the researcher.

The following statistics provide background information on the

students studied:

AZ

43

Wed:

Boys: 12
Girls: 18

WW:
Caucasian: 25

Black: 0
Oriental: 5

WWW:
Single parent: l--by death
2--by divorce
l--by separation
Both parents at home: 26
Parent interviews: 20--mother only
2--father only
7--both parents
The parents ranged in age from 35 to 60. with most parents being in

their forties. The average age was 45-50.

Setting

A suburban. midwestern community was selected for this study.
This community was chosen because high academic achievement is strongly
encouraged by the school and community and because student records were
available to the researcher. It is a stable community. adjacent to a
large university campus. During the three-year span of the study. all
parents remained in the community. Additionally. as a resident. par-
ent. and former teacher in the community. the researcher had experi-
enced social and economic dynamics that are characteristic of this
particular community and that might affect understanding of parental

perspective.

44

WW
The specific methodology was that of semi-structured. in-depth

interview. The researcher went to the homes of the parents. and after
a brief introduction. interviewed them. Questions about parent beliefs
concerning academic achievement and parent behavior related to raising
an academically achieving child were asked. The type of research
selected for this study is qualitative and can also be referred to as
phenomenological or ethnographic research. It is characterized by two
sets of perspectives about human behavior: naturalistic-ecological and
qualitative-phenomenological (Wilson. 1977).

The naturalistic-ecological perspective suggests that it is
necessary to study psychological events in natural settings because
"such settings generate regularities in behavior that often transcend
differences among individuals" (Wilson. 1977. p. 248). In this study.
the researcher felt that since there was no direct observation of
parenting. an observable constant would be provided by conducting
interviews in the homes of the parents. Certain family views. roles.
values. and norms would be more clearly evident by interviewing in the
home.

In conducting the interviews the researcher was aware of
aspects of the interview situation that might influence behavior and
make accurate assessment difficult. As Rosenthal and Rosnow (1969)

pointed out. the following negative research influences often occurred:

45

l. a suspiciousness of the intent of the research.

2. a sense of the behavior that is either appropriate or expected.
3. a special interpersonal relationship with the experimenter. and
4. a desire to be evaluated positively. (p. 129)

In each of the cases cited. the stated negative influences were
minimized because the interviewees were models of success in that they
had already proven themselves by producing high-achieving students.
Because of the nature of the research. interviews occurred under
nonthreatening circumstances. Since the students in the population had
already graduated and the researcher was permanently leaving the
community. open discussion of the parents' perspective was enhanced.

In respect to the qualitative-phenomenological approach. "one
cannot understand human behavior without understanding the framework
within which the subjects interpret their thoughts. feelings. and
actions" (Rosenthal & Rosnow. 1969. p. 150).

To aid understanding of this framework. this study posed open-
ended questions regarding parental perspective. During the process of
obtaining data. this study made use of what Glaser and Strauss (1967)
described in their discussions as "grounded theoryJ' In other words.
the tension between participant data and the observer's analysis was
constantly used to refine the emerging theory. Glaser and Strauss
stated that "our approach allows substantive concepts and hypotheses to
emerge on their own and enables the analyst to ascertain which. if any.
existing formal theory will help to generate substantive theory" (in
Wilson. 1977. p. 249).

The semi-structured interview was used in this research because

of the exploratory nature of the study.

46

Although a wealth of material was produced by the interviews.
there were such problems as need for considering how the effect of time
had influenced response.

The interview was guided by the researcher. who assisted the
subject in exploring his or her thinking. While much material emerged.
some rambling and digressi ng from the immediate topics of the interview
outline diminished the sustenance of the responses. particularly in
some of the earlier interviews. As the interview process continued.
the researcher became more skilled in keeping the interview responses
"on targetJ' The open-ended questions allowed the subjects an opportu-
nity to discuss items of particular meaning to them.

The researcher continually checked the meanings of events and
evaluated influencing relationships. To that end. this study will
describe and explain how parents perceived events related to their
chilcPs academic achievement. the cultural and subcultural norms pres-
ent and affecting the perception. and the similarities and differences
among the situations present in the data. These perceptions emerged in
the interview. Analysis of the parental perspective will articulate

forces that act on the behavior described.

Braces:
The research process of this study was begun with a telephone
call to each of the parents included in the study. The researcher
identified herself as a graduate student interested in studying

parental perspective about academic achievement and in knowing more

47

about how and why certain children achieve so highly. Since the
researcher anticipated moving from the area where the data were
collected. a time limit of four weeks was set for data collection.
Despite the fact that the researcher had lived in the community for 20
years. the fact of immediate and permanent departure from the area
seemed to free participants to tell her openly what they felt. The
researcher's comments that she. too. was a parent of three young
children and wished to understand parental perspective of "successful"
parents seemed to add credibility to her study. As Bruyn (1966)
suggested. "the participant must come to trust and value the observer
enough to be willing to share intimate thought with him/her and answer
the endless questions" (p. 21).

During the initial telephone inquiry it was determined which of
the parents had had the greatest influence on the child's academic
achievement. An interview appointment with that parent was made at
that time. If both parents had significantly affected the child's
academic achievement. then both parents were present for the interview.
Even if only one parent was selected for an interview. both parents
were given a parent information form. which was designed to assess the
degree of similarity or difference between the parents concerning their
views on academic achievement. Basic information regarding age.
education. and occupation of the parents was also provided for on this
form (see Appendix). This form was. in fact. a check to see whether

the views of the most influential parent could be substantiated by the

other parent.

48

The interviews ranged in length from one to three hours and.
when typed. included three to nine single-spaced pages of interview
data with most interviews being from seven to eight pages in length.
The accumulated data consisted of 187 single-spaced pages of narrative
in which the subjects reflected on their perspectives regarding high
academic achievement.

In these semi-structured interviews. the flow and direction of
the interview process were determined by the interaction between
subject and interviewer. 'The general pattern was that each question
was explored separately. and it was not until the conclusion of the
interview that a summary of parental recommendations was requested.

Careful attention was made for responses to be fully described.

Data
In the effort to study parental perspective. several types of
data were used:
1. verbal interaction with the researcher. which was tape-

recorded and then typed from the tape.
2. nonverbal behavior. and

3. notes regarding the physical aspects of the home (organiza-

‘tion. general climate. setting). which reflected perspective toward

learning.
An interview notation sheet was used to assist the researcher

in items 2 and 3. This form provided a system for notation of details

of the interview situation (see Appendix).

49

Regarding the typed interviews described in item 1. the
following procedure was used: interviews were read and studied. and
then a summary sheet for each interview was prepared. The results of
all summary sheets were compiled under the headings of (1) how parents
view academic achievement. (2) parent behavior and parental guidelines.
(3) background of the parents themselves. (4) environmental control and
interaction. and (5) recommendations. Conclusions and summaries were
organized from the compiled materials described above.

Frequency of responses was noted. ‘The most frequent responses
provided a core for the conclusions of each of the five areas cited.

To obtain more objective results. the researcher sought to
examine perspective with the idea that such perspective has more
meaning than the standard "who? what? when? and where?" questions. and
responses provided. To understand unexpressed meanings. the researcher
sought to empathize with the participants and to comprehend the
subtleties of the actions and thoughts. The researcher used her own
experiences and reactions as a parent and educator to understand the
reactions of the participants. In the evaluation of the interview
material. the researcher was careful not to abandon her own perspective
to that of the participants by constantly monitoring and examining her
own perspective. It is this tension between personal and other views
that keeps the researcher from "lapsing into subjectivity" (Wilson.
1977. p. 259).

In an effort to state the researcher's points of view at the

onset of this study. the following items are addressed: the

50

researcher's role in the setting and the researcher as a parent.
teacher. community resident. and researcher/graduate student in the
community.

The researcher's previous experience related to this field of
study; the researcher had participated in numerous parent groups
interested in student achievement. parent-effectiveness training. and
many parent-teacher-association projects. Additionally. she had taught
high-achieving students. Personal involvement included academic
encouragement of her own three children. The researcher's personal
interest about parental perspective began in childhood. when both of
her parents were teachers. ‘The relationships between parental perspec-
tive and student academic performance were of early interest to the
researcher as a result of the academic involvement of her family.

As the study progressed. the three phases of field work
described by Strauss (1967) were followed:

1. phase of general "observation" of the topic of parental
perspective toward academic achievement:

2. phase of making somersense of the flow of events observed.
such as significant classes of persons or events; and

3. phase of systematic effort to pinpoint various hypotheses.

The findings will form a theory or a set of concepts and inter-
relationships that exist among those concepts. ‘They will include
consequences that will logically follow the relationships proposed in

the theory.

51

The term "concept" is used to refer to the characteristics of
events. situations. or people being studied. Among the concepts being
considered in this study are the aspirations and interests of parents
for the education of their children. control of the environment. and
related parent behavior which enhances the motivation. psychic energy.

and task commitment needed for high academic achievement.

Summary
A description of the population studied was presented. The

design and methodology of in-depth interviews were explained referring
to the naturalistic-ecological perspective and qualitative-
phenomenological perspective which characterize this study.

The complete process of the research was described from the
arrangements for the interviews to the organization of the data.

Personal explanation of interest in the topic and in choices
tnade in the selection of the setting were presented. Finally. the
procedure of summarizing the findings was explained as they will relate
'to (l) parental aspirations and interests for the academic achievement
crf their children. (2) parental guidelines and control of the environ-
ment. and (3) related parent behavior that affects the psychic energy

and task commitment needed for high academic achievement.

DO

CHAPTER IV

THE FINDINGS: RESPONSE TO QUESTIONS

The intention of this chapter is to present the educational
perspective of parents of the selected high-achieving students.
Interview data and verbatim quotations will be provided to substantiate
conClusions.

The researcher will distThguish between the perspective common
to all 29 subjects. the perspective that represents most of the
subjects. and the perspective that represents mixed views of the

subjects.

WWW

Responses to this question included three points of focus:

1. the importance of academic achievement as demonstrated by
learning and not by grades.

2. parental expectation for a child's sense of personal
responsibility for academic achievement. and

3. the child developing a personal value for doing his best.

All parents believed that academic achievement was important
for success in school and for success in later life. Many parents
interpreted school success as "learning" and not acquiring a specific

grade. "Learning is more important than gradesJ' "Knowledge is

52

53

power." "Study not just so that you will get high grades. but study to
learn." "Be sure that you learn. Don't worry about A's." "Ask the
teacher if you don't understand so that you can learn. That's what
it's all about." "Study well. Learn the most you can. and the grade
will come automatically." "Grades aren't all that important." "You
don't have to get A's." "Grades are someone e1 se's measure of accomp-
lishment. What's important is that you are learning."

While many parents insisted that they did not press their
children for A's. they said that they believed learning and high
achievement were vital for success in life. "Grades are very impor-
tant." "Success in school usually means success in life." "Education
is important for a better life."

Going one step further several parents said. "We stressed
goals. not just cognitive learning. I mean why you're doing it. the
purpose." "What you plan to do with learning is the most important
thing in life. It is second only to health and safety." "What's the
goal of learning and achieving? Go after them and reach them." "He
never loved school. but he knew the end would help him get a good job."
"You can't go wrong with education. The more you have. the more you
can apply."

In justifying parental stress on learning. parents said.
"Learning gives one a sense of fulfillment." "When you learn something

well-~maybe with an A--you have a sense of achievement and a sense of

intellectual enrichment. "

54

The notion of happiness in life as related to learning was
mentioned by several parents who said. "A child that achieves is a
happier child." "Learning should be challenging and fun." "School
needs more humor and compassion)‘ Cflting a reverse notion. one parent
said. "If they don't succeed academically. it's depressing."

While most parents stressed that learning rather than acquiring
high grades was the ultimate goal. all parents recognized that grades
were the accepted measure of student learning. "Grades are very
important. 'They are important for success in school and school success
usually means success in life)‘ "Having good grades is a must to get
ahead."

Parents viewed "getting ahead" in an individual sense. They
valued the work ethic. and believed that the combination of good
ability and hard work would amount to "success." Although individual
"success" was not defined in these interviews. the researcher assumed
that parents believed that having good education. a fulfilling
vocation. and good personal life adjustment were the major components
of "success." With the above ingredients. a child would then be able
to carry out an adult role in a similar way or with greater fulfillment
than his/her parents. There was a sense of parental duty to produce an
educated young person who would be prepared for a leadership position
in whatever area of life the child might choose. Parents did not
express having specific vocational or leadership plans for their chil-

dren. The immediate parental goals were more directed toward having

55

the children become propelled. and most specifically self-propelled.
toward educational experience that would enhance their lives.

While this study did not examine parental social views. it is
reasonable to assume that parents intended that their childrenfis
academic achievement would help them to be more responsible citizens
and to respond to future social needs with more knowledgeable
background. Since the parents themselves were academically achieving
individuals and sought academic success for their children. the
children's successes were likely seen as reaffirmation of their own
lives.

The acquisition of material wealth was not as stressed as the
importance of knowledge and ideas. One parent commented. "We don't
value things as much as we value ideas."

From data collected a reasonable conclusion regarding the
importance of grades and academic achievement is that while learning
was stressed by most parents. they recognized that grades were the most
accepted measure of such learning.

Parental expectations for high academic achievement were cited
by all parents. "We as parents had expectations for excellence. We
expected them to do well and to go to college." "Our perspective about
lrigh achievement was a cultural value from our family. We really
dichflt stress itJ' "It was an internal family goalJ' "Our family
<:ulture was the biggest influenceJ' "We said. you have to do well in
school so you can go to college." "We said. you have to go to college.

It's just one of the things in our family."

56

Thus far. we have found that the parents in this study stressed
learning for "learning's sake." and learning well so that college. a
good job. and a "better life" can follow.

Whereas parents stressed academic achievement and the impor-
tance of academic achievement in the family tradition. some parents
stated that children have individual differences in motivation. circum-
stance. and ability. "You have to assess their ability and if they
have the talent. then you do all you can to encourage)‘ "If the seed
is there you develop itJ'

Only two exceptions to family high achievement were cited:
"With our older one we pushed too hard and he just didn't have it. He
was always turned off about school. But with _______ we just let it
happenJ' "Our daughter was sick a lot. so she fell behind and never
caught up. She got married instead of going on to school."

Most parents in this study produced a whole family of high
achievers where all of their children achieved highly. The children
had very little choice but to achieve because the family expectations
were so high. because the parents were persistent in guiding these
expectations. and because effective communication seemed to be
established between parents and children.

In further discussing academic differences in siblings. parents
connnented. "Emotionally but not in academic ability I see the
differences between the child who had me at home and the one who was at
the sitter when he was in pre-school years and more because I was

working!‘ "We were more rigid with the first. You always are with the

57

first. I think that made a difference in the performance of our two

children." "Our kids all went on but didn't love it."

 

No parents expressed concern about the emotional effect of
expectation for academic excellence. It was presumed that this expec-
tation was good for all of their children. There was no indication
that the children had felt pressured or that they in any way experienced
negative feelings from the academic expectations held for them by their
parents. This study did not address the issue of emotional adjustment
of the children.

Some parents had experienced competitiveness as a motivating
factor in their child's academic achievement: "She was competitive."
"He was competing with his friends possibly because we said if
can do it. you can." "_ is competitive. just like his father and
grandfather. I think it's inherited." "There were a lot of honor
students in this community to compete with. If you were a good stu-
dent. you weren't an odd ball."

The expectation for academic excellence was set by many parents
who established expectations for having the child want to do his/her
best. "We didn't push for A's--only for doing his best work." "We
said. study because you want to do it." "Be yourself. but be proud of
what you do." "Anybody can learn well if they want. and if they put
time and effort into it." "You don't have to have great ability to be
a good student. you just have to work hard and have self-discipline."
"Achieve what you're capable of." "Use your ability or it goes to

waste." "Gratification comes from doing your best and being happy

58

about it." "You will feel good about having done your best and about
having been thorough." "Be proud of what you do because it is your
best." "Believe in yourself." "Work up to your ability. and don't be
satisfied with less than your best." "Don't waste your talents." "We
and the kids are proud of a job well done." "Do your best. If you
fail. start again." One honor student in this study had failed at one
area several times. but kept trying until she finally "made it."
Several parents said that if a child is encouraged to do well in all
things. then failure in one subject will not completely destroy self-
confidence. Most students in this study. however. had not had any
significant experience with academic failure.

While all parents agreed that academic achievement was impor-
tant and that they had done all they could to impart that val ue. most
parents seemed to naively say. "I don't have to do anything about
encouraging studying." All parents agreed that their val ues‘had been
internalized by their high-achieving children to the extent that their
high-achieving children fluted to achieve. Their children had come to
believe that they were actually responsible for educating themselves.
Students were led to believe that it was not their parents' responsi-
bility to see that their work was completed and of excellent quality.
"Our child is educating himself. We are not educating him." "_
is sel f-motivated." "_ is a personally driven high achiever."
"Our son is overconcerned about achieving." "_ is an academic

perfectionist." "Our daughter presses herself to do her best. It's

59

her make-up. Her pressure is internal." "_____ puts too much pres-
sure on herself to achieve."

Parents seemed to take little or no credit for the academic
accomplishments of their children. However. analysis of the data
reveal ed the network of expectations. family tradition. and guidelines
that were present as the child was growing up and achieving well. In
discussing the mechanism for encouraging high achievement. parents saw
themselves as providing a network of support that would support their
child's upward direction in achievement. "Get them interested and then
do all you can to encourage them." "Encourage strong points." "Where
possible make allowances for weak points." "Praise as you go along."
"Be positive." "Remember you won't always succeed at everything."

One parent summarized his feelings by saying. "Failure in one
area isn't that big a thing if you're doing enough things that you have
success in."

There was mixed response from parents regarding the area of
praise and reward. Most parents believed that praise was an important
part of their perspective. "Praise as you go along." 'Be positive."
"Encourage strong points." "Encourage them." "It was one dollar for
each A." However. two parents said. "We don't praise much. It's
expected that they'll do well." "We don't believe in any reward for
good grades."

A general conclusion about parental perspective regarding

academic achievement was that a close. supportive family environment

60

enhances academic achievement. The interviews and home settings
revealed that:

1. Most parents were proud of their "close." traditional.
and/or religious homes where moral values were clearly defined and
taught. In this teaching. it was not so much a religious liturgy that
was stressed but teaching by living and human interaction that was
valued. The caring spirit. and shared human interests encouraged by
family and religious activity. were more valued than a recognition of
the formal institutions of home and church or temple.

2. While academic achievement was stressed by all parents.
there was general concern that the high-achiever child be a well-
rounded person and that high achievement be considered as only one of
the child's goals in life.

3. The home settings and interviews reveal ed that a child's
physical appearance and social graces were also stressed as important
factors in the child's total development as a person.

4. Developing a sense of humor and being able to laugh at
oneself was considered as an important personality trait by many
parents. Most parents were concerned that their children would become
‘too»serious about academic success and therefore "miss" becoming a
well-rounded. socially and emotionally integrated human being.

5. Parental perspective regarding the school setting stressed
encouraging children to ask teachers to explain difficult lessons.
Parents unanimously cited the importance of asking questions in class

and paying strict attention to explanations that were made. Parents

61

unanimously agreed about the importance of supporting good teachers and
of personally being involved in the actual workings of the school. such

as being involved in the PTA or being classroom parents.

0.159.155.1211

Responses to the three major points of focus stressed that
learning had been emphasized more than acquiring a high grade.

However. if children had been asked about their goal. it is likely that
they would admit working for A's. It was the parental perspective.
which had stressed learning as a continuous process. that was a more
desirable focus than the acquiring of a grade.

Regarding the students' internalizing of personal responsibil-
ity for learning. the parental perspective. tradition. and home atmos-
pheres of the subjects studied encouraged students to want to learn all
that they were capable of learning. The continual encouragement for
"doing one's best" was a major factor in the parents' perspective for

themselves and for their children.

W
The overwhelming response of parents regarding guidelines for
the encouragement of high academic achievement was that no guidelines
were needed. ‘Typical responses included the following: "My child is a
self-motivated high achieverJ' "My child has over-concern about high
academic achievementJ' "I am only a bystander. an observer in my
chilcfls high-achievement experienceJ' "I am concerned that he does not

get enough sleep because of studying so lateJ' "We never had any

62

rules. only a few loose guidelines." "We had no guidelines because the
kids did it for themselves." "My role is to get her to quit studying."
"He puts so much pressure on himsel f--we never pressure him." What
seemed to be sel f-motivation to parents might also have been students
fulfilling parent expectations. As one parent summarized. "She's been
a good daughter. she knows what we want."

Some parents indicated that certain guidelines had been estab-
lished when the children were in elementary school. but as they became
older. parental guidelines for such things as bedtime hours and general
organization of living which encouraged good learning were no longer
needed. "When the children were young. it was 9 o'clock to bed. But
now they know that they get ti red without sleep." "We urged him to get
his homework out of the way so he'd have ti me for other activities. If
you don't get it done early. you have to do it after the dinner hour.
As he went through school there was more ti me required for homework and
less for activities. But by then. he had developed the habits." "The
kids learned how much sleep they needed to function effectively and
what schedule suited them best." "Our son goes to bed early and gets
up early to study. That's his style and he found out that this works
for him." "_ came home to get her studying done first. then she
could go out to play. She still does it that way." "If you study
everyday you retain more than if you try to study all at once.
found that out." Enforcing the message of personal responsibility. one
parent commented. "Study yourself. it depends on you." One parent.

whose two children had been valedictorians. said. "Once when he was in

63

fourth grade. we found he was a year behind in math. So we sat down.
both my husband and I. and worked with him every night. one of us on
each side of him till he was caught up and ahead. We knew he had high
ability but was just lazyJ' The children knew that if they were ever
again to fall behind. there would be additional work sessions with
their parents.

While most parents insisted that they did not "pressure" their
children to succeed academically. it was evident to the researcher that
these students really had little choice but to succeed. With a network
of positive reinforcement established. parental goals were being
carried out. One father commented. "Once you decide on the value you
want to stress. be positive about and work to see them become a
reality."

Most parents indicated that by the time the child was in high
school there was little need for parental regulation. Children
regulated their own lives in terms of personal demands and interests.
Since studying and acquiring high grades was clearly a personal
priority for these students. parents no longer needed to be concerned
about whether their children would see that studying was accomplished.
Behind the modesty expressed by the parents there was a network of
expectations that had provided an impulse for high achievement.
Parents commented that it was their right to impose guidelines whenever
they felt that they were needed. Parents said. "Occasionally Iflll
suggest that homework be done before some fun outingJ' "Since the

children were fourteen. I haven't had to tell them to study."

64

With such parental perspective operating. one might ask whether
or not students had any choice about being high achievers. Since
parents felt that each of the students had high ability. and since the
expectations of the parents were directed toward high achievement. this
researcher feels that the students actually had very little choice.
While parental perspective took into account students' interests. aca-
demic excellence was expected.

Parents concurred that the younger children received fewer
guidelines than did older children. Most parents felt that there was
gradual recession of their parental control with each succeeding child.
Bedtimes got later. and general home regulations were not as rigidly
enforced. "We changed our rules over the years." "As the children got
older we didn't have to check on them as often." "The first one you're
pretty strict with. and as you go along you're less strict with the
others. partly because the older one can set an example. partly because
of what they've done. You have more confidence in their ability to
make intelligent decisions on their own)‘ "We were more lax about
everything with the younger child)‘ "As the children got older. we
didn't pay much attention to bedtimes." "It was 9 p.m. when they were
younger. Now we have no guidelines." "You're more relaxed with the
second one. You're less fearful of them being in danger."

There was mixed belief among parents about the performing of
household chores. Some parents felt that all household members should
help with household matters. while others. especially mothers who were

at home all the time. felt that school was the child's "job" and caring

65

for the house was mother's job. In the former category. parents said.
"All have to clean up their roomsJ' "We all share household chores)‘
"Having household duties teaches responsibility and thatfls what they
need to be good students."

However. several parents said. "We donrtiask the kids to help
at homeJ' "The girls only do a few everyday thingsJ‘ "I do most of
the housework." "The kids help when they have time."

Regarding television viewing. there was also mixed response.
Most parents indicated that very little TV was watched by anyone in the
house. Most had only a small television that was only occasionally
turned on.

"We are not a TV familyJ' "My kids tease me that I never know
how to adjust our little TV--I never watch it)‘ "We keep a TV in the
closet for special eventsJ‘ "Our kids were never allowed to watch TV
after school. They were to read or play out-of-doors." "We're a
reading family. Nobody watches much TV."

Other parents said that television was turned on quite a lot in
their homes. "We watch TV a lotJ' "TV can help with vocabulary and
general learningJ' "Our son studies with the TV on loud. I don"t know
how he does it." "Kids learn a lot from TV."

Most parents commented that regulating television viewing was
not a significant concern in their perspective about academic achieve-
ment. "I never have to check on the TV watching." "As the kids became
older nobody watched much TV." "I don't worry about TV viewing." "He

gets his work done--if he wants to watch TV. it's OK."

66

Some parents felt that guidelines they provided were given by
example. With all parents studied at least one parent had been a model
for high academic achievement. Several parents commented: "We didn't
teach him [their child] anything. Our lives were models." "The work
ethic was alive and well in our home." "We valued educated people.
which set the stage for interest in reading and world affairs." "She
saw her older sisters reading and studying a lot." "We read a lot and
had family discussions." "My husband was always an A student. and
still studies a great deal."

Parents in general were secure in their own position about
guidelines for raising children and encouraging academic achievement.
Strong family ties and specific cultural and religious orientations
allowed parents to say and enforce. "A good portion of education has to
come from the home. We felt they needed years of growth. social
development. love and sharing as much as they needed the academic
aspect." "This is what we expect to have done in our house." We say.
"When you are out. we expect to know where to reach you at all times.
We do the same for our kids." "We have a home rule which says the kids
are home at 4 p.m. That's the social cut-off time. While I cooked
supper. the kids studied. At least they were winding down at home."
"I told the girls they couldn't get married till they were 25 years old
and had an M.A." "After church we always had a family meeting time to
plan the week's events and talk things out." "We always attended
family camp for the last ten years. It's a spiritual and intellectual

experience. Our church cares about how children are raised. As a

67

result. our kids care about how God wants them to be raised." "Our
kids have come up with a strong set of moral values. They analyze what
they do. Although our son was raised as a Christian he's going into
the Jewish faith. He's marrying a Jewish girl." "We do have an out-
standing church here. They have a strong youth leader. It has helped

establish some pretty high standards--very strong values." "We
started them in parochial school. We emphasized religion when they
were growing up." "We all went to church together. Even now they are
grown up and away. they go to church and are involved in the activities
and the music."

All parents supported schools and teachers especially in the
presence of their children. All parents had been involved in classroom
functions at sometime either as classroom parents or as parents
assisting with some school experience. Parents supported and attended
school functions regularly. "We attend all orchestra concerts." "We
never miss a game our son is in." "We support the school in every way
we could."

All parents believed that it was important that their feelings
about their child's academic needs were being met by the school. They
were willing to become involved in this matter in order to feel that
the best possible experience would happen for their child. "We went to
Board of Education meetings to see that our son could take a class that
he needed." "I went to talk to the principal several times so that
they would change the "rules" and allow __ to take college classes

his senior year." "I feel it's important that I know what's going on

68

in the school. I volunteered in the library so I would know the school
better." "We always found out about the teachers of the next grade and
recommended the one we thought would be best for ____." "I tried to
tell them to put __ in a higher math class. It took quite a while
to get them to realize that he needed that."

There was mixed response regarding parental satisfaction with
schools. Supportive comments included: "We moved here partly because
of the excellent reputation of the schools." "_ was fortunate to
have good teachers who cared all the way through." "Not only were the
schools good. but there were other bright. achieving kids here. So. if
you were an all A student you weren't an odd ball. There are lots of
smart kids." "When we went to talk with the teacher or principal. they
were always cooperative and tried to help with the particular problem."

However. some parents reported concerns with the schools or
teachers. "The teachers don't put themselves into it. They don't
care. they just try for the easy way." "I'm disappointed." "One
teacher in particular may be just washed out." "They waste so much
time." "We just put our children into their hands to educate. It's a
special occupation." "The schools are not that challenging. They just
get along so easily." "They have a hard time when they change to
college. They don't necessarily have a good foundation." '1-lere they
stress tardiness and homework rather than learning. They've returned
to school being an institution. not a learning institution. They house
children not educate them." "I don't think they're challenged enough."

"They have a program for identifying bright kids and then they don't do

69

anything about itJ' "I was always involved in the schools before I
moved here. But here. the kids don't want me to get involved. They're
[teachers] vindictive. The kids are afraid it might come back on
them."

Parents believed that they should be available to their
children on a day-to-day basis for helping the child be prepared for
school. ‘They did not do homework for their children. but provided a
sounding board for ideas and assisted and encouraged when help was
needed with specific assignments. "We helped occasionally." "I
proofread. but never did the workJ' "We never gave her an answer. but
we helped her find the answerJ' "Sometimes I checked over the
homework." One parent commented. "____ is smarter than me. He
never has any homework. He always gets it done in schoolJ‘ The
parents were amazed that their son got all A's and did not study at

home.

Discussion

While an over-all priority for academic success pervaded the
parental perspective. parents agreed that their guidelines had been
provided to have their children develop independence and personal
motivation in academic pursuits.

While most parents described themselves as bystanders in their
childls high academic achievement. the data clearly reflect the fact
that guidelines for living reflected a sense of order and attention to
all matters that supported school achievement. It was clear that while

parental guidelines had been given in the child's earlier years in

7O

elementary school. few guidelines had been needed as the child was in
the secondary level.

Since parents in this study had themselves experienced academic
success. they had an understanding of what was needed in order to
achieve. ‘The close proximity of a large university may have added to
the emphasis on and interest in academic matters by parents as well as
by their children.

W
Domestiofletsminants

This question was asked to discover what it was in the parents'
background that had caused them to view academic achievements as they
did. In all cases. the parents strongly supported academic achieve-
ment--both for themselves and for their children. While each parent
was unique in terms of life experiences and personal make-up. in all
families there was the similarity that at least one parent had a gradu-
ate degree. In 21 homes. both parents had achieved more than under-
graduate education.

The influence of grandparents and each family"s cultural
tradition provided a propelling force in the direction of acquiring
high academic achievement. "Education and doing well in school was
stressed in both of our families)‘ "All of our family is educated. and

felt that he had to follow suit)‘ "My husband and I have a
thirst for knowledge that was probably begun in our own childrenJ'

"Our son's Grandpa is a college professor." "My father is a retired

college president and my mother is a physician. and my uncle is also a

71

physician)‘ "In my family we value how smart you are. not how much you
haveJ' "Ihn an attorney and my girls always followed me around a lot.
They learned that it was O.K. for a girl to become a professional.
They could observe me or scribble with a paper and pencilJ' "My belief
about achievement came initially from my parentsJ‘ "We think highly of
people who are high achieversJ‘ 'L_______wanted to please us and his
grandparents)‘ "My parents did not have formal education themselves.
but they viewed education as a way for a good life. They worked hard
to send us to college."

Several mothers commented that a great deal of emphasis was not
put on their own education. These mothers largely represented homes
where a girfl's academic achievement was not considered as important as
a boy's achievement. In such families. cultural and religious tradi-
tion encouraged a girl to be a homemaker more than an honor student.
"My parents didn't encourage my own education." "My mother wanted me
to cook and have babies." "My parents weren't interested in my school-
ing. It was just my brotherJ‘ "I was one of eleven children and my
aunt and uncle raised me. So. whatever I decided to learn. it was on
my own." "My parents didn't push school. but they were proud of me
when I graduated from college."

Parents in this study were personally interested in learning.
"We are a reading family)‘ "I like to grow intellectuallyfl' "We are
both educators. and I'm sure our professional training influenced our
interest in learning." One child had commented at home. "When I'm an

adult. I want to be as excited about learning as Dad is at 45." "We

72

all read a lotJ' "We have family discussions about international
issues." "Learning in our home is fun."

Although the professional experience of many of the parents was
in the academic realm. few had read material as parents that was
related to child raising or academic achievement. Exposure to the
ideas of Spock. Ginnot. Montessori. and others had occurred largely
from college studies in psychology before the child-raising experience.
While there was a general knowledge of child development. most parents
only occasionally read current articles about raising well-adjusted.
academically superior children. In general. parents followed their own
"sense of parenting."

"I rarely read up on how to raise childrenJ' "Mostly we raised
kids as we were raised." "Sometimes I read magazine articles. that's
all)‘ "In college I prepared to teach so I had courses in psychology
thenJ' "Occasionally I read about some aspect of parenting that we may
be struggling with at a certain time. but I havenrt followed any
special method of raising children."

While parents felt that tradition was at least partly respon-
sible for academic achievement. a few parents commented that genetic
make-up was an important factor in academic superiority. "You have to
have the basic ingredients for academic achievementJ' "He was just
born smart." "I didn't do anything. He just came into the world that
way." "You have to have the basic talent."

The importance of high school achievement as a sole indicator

(of future academic achievement can be questioned. As one father stated

73

about his own experience. "When I was in high school. the principal
told my father that I could never get through college. Later on when I
had completed my master's and received A's on everything that I had
done. my father said to me. 'I wish _______ could see your record now.
I wish he could see how wrong he wasJ My father had never told me
this in that five-year interval. Not knowing. it wasnrttan incentive
not to try)‘ This particular father whom the researcher interviewed
has four children who have all been honor students. His concluding
comment was that "nobody teaches you how to be a parent. You just hope

that your own parent-child experiences are real positive."

Discussion

While the importance of parental modeling of reading. thinking.
and learning was stressed. family tradition and genetics were also
cited. Each of these factors blended to produce a parent who was
actively interested in learning and in high achievement. In turn.
their children chose to follow the academic expectations that had been
provided.

Even though most families were separated by many miles from
grandparents and other relatives. the family influence for good
academic achievement was probably the strongest factor in the parents'
perspective. The term "family influence" may seem like an elusive
factor in this analysis. However. it provided an academic nurturing
that conveyed certain principles that were both a spoken and an unspoken

part of the parental perspective. These principles included the work

74

ethic and pride in a job well done. Although the interview experience
did not directly address issues of citizenry. parental discussions and
life example encouraged good citizenship and preparing to meet future
social responsibilities with knowledge and ambition. This perspective
is the antithesis of an uncaring laissez-faire. unprepared attitude.

WW
Woes

Responses to this question clustered around these areas:

1. general parental management of the environment

2. the nature of the interaction

3. the reading experience

There was general agreement that parents should expose children
to many experiences so that children could begin to select and develop
their own areas of interest. Behind this idea is the possibility that
a child will become competent in some areas that could ultimately.
positively influence academic achievement. Parents felt that areas of
excellence would spur self-confidence. interest. and happiness in life.
This attitude would be reflected in academic success which. they said.
is based on self-confidence and an interest in life.

"We exposed the kids to many things so that they could eventu-
ally choose for themselves)’ "Being good at something spurs areas that
you're not so good in--even school subjects." "When the kids say. 'I
want to.‘ then I encourage but don't push it." "She has lots of
interests. I consciously did thatJ' "Music lessons taught our son

that you're never through. There's always a new key. a new style. a

75

new composition. or a new tonality or technique to master)’ "Suzuki
violin helped develop a well-rounded childJ' "It was skills and
socialJ' 'L_______ was a star soccer player. He wanted to be a good
student tooJ'

Most parents felt that it was important not to pressure
children into molds conceived by parents. "We suggested activities.
and then the kids got into them if they were interestedJ' "Let the kid
say 'I want toJ Then encourage--not push itfl "Keep their interests
in mind. Donrt push your parent wishesJ' "Never impose something on
kids."

While encouraging academic excellence. most parents in this
study worked for well-rounded development. "As a former teacher. I
knew lots of high achievers who weren't well rounded. So early we
stressed various activitiesJ' Another parent commented that her shy
child enjoyed reading and was encouraged to join a Great Books Club to
"help draw her out" with the use of skills possessed in reading. One
child who found academic things easy was encouraged in music instruc-
tion where he "experienced unlimited challenge." Another parent
encouraged manual work (i.e.. auto mechanics) as a balance for the
intellectual activity that had totally preoccupied the child. This
parent felt that "manual" experience would help to balance the childus
life and would "help to keep him from developing a sense of intellec-
tual arrogance." Another mother said. "I spent a lot of time on hand-
work with ____." Parents in this study seemed to be interested in

producing well-rounded young people who would be able to adapt to the

76

challenges of the "real world" as well as the academic challenges that
they were able to master. ‘To this end. parents often encouraged a
variety of experiences. particularly in the arts and athletics.

The nature of the interaction described by parents stressed
open communication. They said. "Talk with children on an 'adult'
level. never 'down' to them." "We never used baby talk." "Kids
understand what you want to tell them. You don‘t have to water it
down." "We encouraged her to ask questions."

Factors in the interaction which parents said could account for
transfer of parental perspective stressing academic excellence centered
on communication. By establishing a climate for open exchange of
ideas. a fertile ground for developing skills of thinking and analyzing
was provided. To enhance such communication. the following thoughts
were offered: "If you do something wrong as a parent. admit itJ' "Let
them [the child] know you trust themJ‘ "Let them know you love them)‘
"Do things with them. Don"t.just give them things they can do
themselvesJ' "Treat the child as you would like to be treated)‘ "What
we did was as important as what we said)‘ "Encourage conversation with
extended family members and with adults other than parentsJ' "We have
lots of discussions around the dining room tableJ' "Our discussions
help him not to take life so seriously. I think you have to have a
sense of humor about yourself."

Parents cited the importance of being human receivers of their
child's thoughts and actions. Several ways of putting this idea into

practice were suggested by the parents; these included: (1) "listening

77

to a child read a book and sharing his ideas about it." and (2) "having
a child perform music (5.9.. Suzuki method) while we listened and
appreciated what was heard." Time spent with the child was considered
extremely important in the perspective of the parents studied.

In line with the parent acting as human receiver. the idea of
the mother being at home when the child returned from school was seen
as very important by many parents. Regarding this matter. parents
said. "Feel what your kids are doing is important." "You need the
parent to listen and know you're there." "Children need emotional
support when they come home from school because anxiety is a part of
the learning experience." "When they first come home from school. if
they have something to say. that's when they'll say it." "A listening
parent after school can provide the morale needed to overcome diffi-
culties." "It is important to plan time alone with each child." One
child had commented to his mother. "I'm surrounded by an environment
where I'm appreciated." "My wife would be here when the kids got home
from school to listen to the jibble from kindergarten to high school."
One father said. "By the time you get home from work they can't recall
that a thing they did all day had any merit. They say. 'It's old hat.
I've already rel ated it once. I can only tell you Dad it's all over."'
Only one mother expressed an exception to the more typical comments
about being at home and with the children. "I worked. My mother had
been the traditional mother. always at home. But I haven't been that
kind of mother. In some ways. my kids are better off for it. They've

tried more things on their own."

78

Through religious training. sport team involvement and music
instruction. some parents felt that the nature of interaction with
other adults was as important as involvement with the skills of the
activity. Referring to a music lesson. "The teacher would give him
five or ten extra minutes. he'd appreciate that. and they developed

quite a relationship)‘ "In Boys Brigade spent a lot of time with

 

our son. He'd say. 'I think you can be a good leader in your squad.
This is your responsibility. These are the things I want you to doJ
Later a scout leader said. 'Do you think you might be interested in

engineering?' Then he related this in engineering. At this point

 

thinks itfls engineering for him)‘ "She was fortunate to have
had some excellent relationships with a lot of very capable peopleJ‘
"People helping kids donrt have to be brilliant. just people who are
willing to show an interest and to share a talent."

As well as planning time to be with their children. parents
agreed that an environment should be provided so that the child could
be completely alone if he wanted to be. "In a hectic. noise-filled
environment. there exists little time for reflection and personal
thinking." Such experience is needed. parents felt. in order for
optimum learning and high academic achievement to occur.

Parents also stressed organization. "We plan a household
scheduleJ' "Ihn a neat person and I except the kids to be neat as
well."

Reading was also seen as an important factor in the perspective

of all parents studied. Comments included: "You must have reading and

79

writing materials available if you want the child to achieveJ' "I
donrt think you can be a high achiever unless you like to read)‘
"Reading is the most important preparation for a job. for college. or
for grad school." "We subscribe to many magazines." "Reading takes
more personal energy than TV viewing)‘ "We read to the children for one
or two hours straight. not just children's books. but informative
booksJ' And "We had a special family tradition for reading as a family
at certain times like Christmas Eve or Sunday afternoons)‘ "Our whole
family reads a lot!‘ "We said read. It doesn"t matter what you read.
but readJ' "Her Dad read and sang to her. even several hours on some
nights)‘ "The kids always have been to the library regularly since
they were smallJ' "We taught them to read early at age two with comic
books. ‘They still love comich' "We buy lots of books)‘ "We made her
an alphabet book before she was bornJ' "The kids see their grand-
parents a lot. and they subscribe to many magazines." Only one parent
said. "I rarely read for pleasure. I don’t have time. And I rarely
read to my daughter. What I read is professional material at my office
and I hardly have time for thatJ'

Several parents also referred to mathematics as being an area
stressed along with reading. They felt that excellence in these areas

was essential for excellence in general academic achievement.

Discussion

General parental management of the environment:
The first point in the discussion is that parental perspective

was clearly that parents should encourage many interests for their

80

children. taking care that the children's preferences are acknowledged.
Parents assumed that a variety of experience was. in fact. good. All
children had experienced enriched opportunity in areas of athletics and
the arts. ‘The parental perspective seemed to find the parents them-
selves with a "zest for life" and enriching experiences and wanting
their children to experience the same. No one questioned the benefits
of such enriching experiences. Apparently in spite of the children
running in many directions for activities. their academic experience
was not at all harmed because top grades were received. In keeping
with the parental belief about leading lives of order. parental per-
spective must have guarded against a child becoming over-extended.
While parents were quick to say that it was the child's choice
to participate in special activities. the researcher observed that the
over-all expectations and parental perspectives had nonverbal and
generally traditional and cultural ways of steering children into both
outstanding academic and "nonacademic" (sports. fine arts) performance.
There were supportive comments like. "You would be good at soccer
because you're a good runner." or "You have an excellent ear for
music." or "When I was in the orchestra it was a wonderful experience."
The second point of analysis refers to the interaction of
parents and their children. Parents in this study saw themselves as
maintaining communication which enhanced the learning-thinking process.
It was a way of life for them. From casual discussions at the dinner

table to formal reading sessions. there was conscious effort in the

81

parental perspective to transfer a love of learning and active thinking
to their children.

Parents in this study expressed that parenting was a priority
in their lives. and so they naturally planned time to be "human
receivers" of their children's ideas and feelings. As one parent
explained. "Being a parent is the most important thing in my life)‘
They seemed to feel that as much as a plant needs sun and water. a
child needs encouragement and communication. No parent seemed to feel
"put upon" as if the children had been a necessary "eviLN Parents
seemed to exude a genuine enthusiasm for the communication experience
that they had enjoyed with their children. There had been a great deal
of one-to-one involvement of a parent with a child. Parents spoke with
enjoyment about these experiences and felt that they had been a factor
in the superior academic performance of their children. (hfly one
parent expressed a slightly differing sentiment with the comment that
"Children need a lot of love and attention. I enjoyed giving it. but
another time I might give less and have some more time for me."

Of all of the areas discussed in the interviews of this study.
none showed more enthusiastic and convinced perspective than did the
topic of reading. There was unanimous agreement that family influence
which encouraged enjoyment of reading had been a major factor in the
academic success of the parents themselves and of their children.

There were no instances of parents or children who had not enjoyed the
reading experience since early childhood. All children had experienced

a growing and continual emphasis on reading and the discussion of what

82

had been read. Parents did all that could be done to help provide
appropriate reading material.

In summary. parental perspective showed intense--not casual--
interest in the

1. organization of home and enrichment experiences for children

2. attention to open. thought-producing communication

3. reviewing of reading experiences

While providing a network of expectations in the above areas.
parental perspective emphasized doing things with the child rather than
to him or for him. ‘The atmosphere of the family was not to bend the
will or personality of the child to a preconceived notion held by the
parents. but to provide opportunities for thinking and learning from
which the child's own interests could develop.

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BeJntsdJomnnJoadonJoAansmmt

Overwhelming agreement among parents was that parenting was a
priority in their lives. Some said: "Being a parent is the most
important thing in my lifeJ' "We derive pleasure from being with our
kids and watching them grow and learn." "We like our kids as people."

In addition to a commitment of parenting. parents agreed that
the child had to want to learn in order to achieve on his own. Parents
mentioned the inhibiting factors of over-protecting their children. and
the importance of challenges which initiate self-confidence and self-
determination. "It's the attitude of parents and children for learning

that counts. not intelligence." Typical summary comments included:

83

'Whe child should know that he is an independent. self-responsible
unit." "Kids have to find success themselves." "Let the child learn
from observing and experiencing life." "Don't carry the kids around
over-protecting them." "You have to study yourself." "It depends on
you." "Respect your child's ideas."

While parental expectations were high. there was an uncondi-
tional love and unanimous agreement that it is important to "let chil-
dren know that they are always lovedJ‘ "Accept the child as he isJ'
"We love him just as he is. We encouraged him rather than tried to
mold his life." 'Love is a basis for 'freeing one to live. love. and
think.'" "You can't give too much love." "Let them know you love
them."

Some parents commented about not giving their children so many
material things that they had difficulty establishing and working
toward a goal. Specific comments in relation to this perspective
included: "We never felt that we had to give our kids everythingJ'
"We made him save his allowance. and rarely loaned him any moneyJ'
"There's too much materialism in this country." "Kids have too much."
"They have to learn the value of working hard."

Of the population of 30 parents in this study. five were
Oriental (Chinese 4. Korean 1). In each of these homes. parents
concurred that their Oriental family tradition strongly supported
education as an important vehicle for a "better lifeJ' "You must
acquire some kind of achievement. That's the goal of life." "That's

the way education was emphasized in Taiwan." "Education means you get

84

the job you want. One thing is connected to the otherJ' "Education
was emphasized for yourself and for the next generation. Thatfls the
cultural part." "The important thing is that you don't have everything
now but later in life when you can earn it yourself)‘ "Our kids were
always in the top math competition. Usually 8 of 10 finalists were
Chinese. These kids are not that talented but they work." "It's the
attitude of the parents and children toward education and learning

instead of intelligence that makes the difference."

Suntan:
The findings of this study are grouped into five areas:

1. how parents view academic achievement

2. parental perspective--guidelines

3. parental perspective--its social and domestic determinants

4. parental perspective--influence in environmental factors
and interactions related to academic achievement

5. parental perspective--general comments about producing

high-achieving children

1. Parental perspective--how parents view academic achievement
Parents in this study viewed academic achievement as very
important. Children were generally told to "do their best." Parents
felt that it was important that the child develop personal interest in
academic achievement. Being willing to work hard. to have goals for
academic achievement. and to have a supportive family life were basic

beliefs of the parents studied. Additionally. parents encouraged the

85

development of a well-rounded child who had strength in many areas. not

just in academics.

2. Parental perspective--guidelines

The parents in this study provided guidelines that supported
high achievement (adequate rest. attention to good organizational
habits. and limited television viewing) when their children were in the
formative years through elementary schooL. As the children entered the
secondary level. few guidelines were needed because the children had
internalized the challenge of high achievement. Later-born children
had fewer guidelines than the first born. Guidelines were often given
by the modeling of expected behavior by the parents. The guidelines
were provided by parents in order to develop independence and personal

motivation in academic pursuits.

3. Parental perspective--social and domestic determinants

While each parent was unique as a result of personal and family
experiences. there was similarity in family tradition and/or expecta-
tion for academic excellence. In all families studied. at least one
parent had a graduate degree. and in many cases both parents had earned
more than an undergraduate degree. In only one home. a mother had
earned only a high school diploma. Reading and thought-provoking

discussions were common in their lives.

86
4. Parental perspective--influence in environmental factors and
interactions related to academic achievement

Responses to this question included three points of focus:

(1) general parental management of environmental factors. (2) the
nature of the interaction. and (3) the reading experience.

Parents agreed that their role was to encourage a variety of
experiences for their child with particular attention to the childus
interests. They suggested that success in a variety of activities
would help the child to gain self-confidence and interest in life
needed for academic achievement.

Open communication and discussion with the parent as "receiver"
of the child's thoughts and actions were cited as important factors for
educational and intellectual development. Over 90% of the parents in
this study had arranged for a parent. usually the mother. to be at home
during the child's pre-school years and also later. when the child came
hometfrom school. Parents stressed establishing a climate for open
exchange of ideas which. they said. enhanced the development of think-
ing and analyzing skills.

Reading was an important factor in the lives of parents studied
and was considered the most important factor stressed in the raising of

their children.

5. General comments about producing high-achieving children
Overwhelming agreement among parents was that parenting had
been a priority in their lives. High expectations. having the children

develop independence in their academic skills. and providing a basis of

87

unconditional love in the home were factors that were important in the

encouragement of high academic achievement.

WW
WW).

Intmduotjon

In analyzing interview data. it became evident that while all
parents encouraged high academic achievement. there were subtleties of
perspective that could best be described by selecting two families that
typified two major perspectives. which were described by Newberger
(1977) as conventional and analytical. (See Chapter I. pp. 6-7.) ‘The
conventional perspective sees children as "childrenJ' The parent uses
authority and tradition to deal with the expectations and practices of
parenting. Rules and orders are important in this perspective. Pre-
conceived. externally derived expectations are a basis for parental
activity.

In an analytical perspective. a parent concentrates more on
meeting specific needs than on fulfilling formal roles and decisions.
Personal needs become less important than working on group needs. A
continuous process of growth and change characterizes individuals and
their relationships.

While names have been changed to protect confidentiality. the
perspectives described help to clarify the findings. Parents inter-
viewed represented varying degrees of the two perspectives described in

this chapter.

88

findingsJJomanJson

The Hills and the Smiths are two families that both want their
children to achieve highly. but they differ in the ways that they
encourage that goal.

The major goal of the Hills was to have their children achieve
well in school. They viewed their task as instilling motivation and
discipline in their children by informing them of expectations. ‘The
parents! perspective and assumed responsibility was that of creating
the right conditions which would encourage high achievement. ‘The Hills
said. "We recognize the importance of math. and we read to them all the
time. It gives them love and learning. We were willing to be
involved."

The dilemma for the Hills was that while they felt a compulsion
to do everything possible to have the child excel academically. they
realized that for the child to excel a sense of motivation. psychic
energy. and persistence had to come from within. "Achievement is up to
the kids. The parents are there to encourage. I hope they excel
because that's the important part." As a result. the Hills' perspec-
tive presents two messages: (1) sel f-motivation is the most important
aspect of high academic achievement. and (2) parents are key agents for
encouraging high academic achievement.

The Smiths are also concerned that their children succeed
highly in school. but this is not their primary concern. They have

emphasized more strongly that their child should be a good citizen who

89

espouses all that the Christi an ethic suggests. Mr. Smith commented

that:
We never assumed our child to be a high-achieving student. We just
wanted him to apply himself to progress well and to be a good
person. . . . Once when our daughter was in eighth grade. the
teacher called to say she had picked up thrown food in the school
hall. The teacher was so impressed that she had to call and tell
me that. . . . It's so easy to show no respect for others'
property--like you're not responsible for that coat falling on the
floor so ignore it. We encouraged our children to be responsible
and respectful.
While both parents are concerned with academic success. there
are differences in emphasis. ‘The Hills are concerned with developing a
child's sense of personal sel f-discipline for achievement. while the
Smiths emphasize having their children follow the work and religious
ethics espoused in the home.
Each family has a particular outlook that governs its percep-
tion of high academic achievement and the ways of encouraging that
goal. These perspectives exemplify a particular outlook and reflect
the ideologies of authority and personal motivation in relation to
academic achievement.
The Hills' idea of authority and the role of parents is
described by Newberger's (1977) Conventional Conception of Parental
Awareness: Parent-Child Relationship:
The roles of parent and child are differentiated from the actions
of each other. For example. "I do as a parent what my tradition
says is right for you as a child. and you do as a child what my
tradition expects of children for their parents." (p. 174)

The Hills have a clear understanding that both parents and children

have their own responsibilities: the parents to encourage and the

children to study. Parents are a source of guidance: "We were there

90

to encourage the strengths of each of our children. It was their job
to studyJ‘ The Hills always felt that they wanted to be in control and
to be listened to by the school and by their children. "We kept at
these requests. We went in to the teachers as often as was necessary
to get the job done)‘ The Hills were also role models for their
children: "My wife and I were both high achievers. I was admitted
with National Scholarship to Harvard. .. . Reading was the main thing
in my life."

With parental involvement and parental modeling of academic
excellence. the Hills were a source of influence that constantly
directed and molded the lives of their children.

With the Hills. a certain distance is maintained because of the
prescribed roles. For the Smiths. the parents must be in touch with
the personal life of the child so that sharing takes place between the
parent and child. Mr. Smith said. "We. especially their mother. [were]
always at home to help them talk out their problemsJ' In some
respects. the parental perspective in the Smiths! home is the inverse
of what is found in the Hillsh The Smiths! priority is to have the
children know that they are following the mutually defined guidelines
for academic excellence. The Hills set rules that expect academic
excellence.

The Hills stress the consistency of high achievement. while the
Smiths do not stress high achievement and were. in fact. surprised at

the fact that their child achieved so highly. "We never assumed that

91

he would be a high-achieving student. We were surprised that he was in
the top ten graduating."

The Hills see their role as "acting on" their children and see
their children as recipients of external directions coming from parents
and from the environment. ‘The Hills believe that once the ideas of
academic excellence have been set down by parents and the child has
internalized those ideas. the possibility for variation from what is
expected is very little.

The notion that you are getting all A's means you are working too
hard is silly. It's not the grade. it's perfection and sel f-
satisfaction that counts. When our child received a poor grade. it
was because he was sick. There was anxiety for him and for us.

In this perspective. the child internalizes the parent's set of
values and expectations. That direction is not established in collabo-
ration with the child. but is "guided" by the parent. The child is the
apprentice and the parent the master craftsman. ‘The parents have the
skill to fashion the masterpiece.

One difference between the Hills' and the Smiths' perspective
is that with the Hills. the child does not play an initiating role in
his development of academic goals. whereas for the Smiths. the chilst
role and decision to pursue academic excellence is crucial.

For the Smiths there is a joint venture between the parent and
child. There is also a joint experience between the child and signifi-
cant others. It is these relationships that help the child develop a
sense of self and a sense of academic pursuit along with being a "good"

person. Mr. Smith said.

92

My father always worked to draw out the grandchildren about the
benefits of things they were learning or not learning . . . so I
guess I would have to say that there are a lot of people that
related to him.

The communication that develops between the parent and child in
the Smiths' home is seen as more important than any limitations that
either parent or child sees in the other. In this instance. children
and parents can learn from each other. and children view parents as
still learning and growing. However. in the Hills' home. more parental
control was emphasized. In the Smiths' home. communication was valued
more highly than the "law and order" presentation of the Hills' home.

Academic achievement is seen by the Hills as important because
it provides skills for success in later life. "I went into chemistry
because I heard that chemical engineers made more money than anybody."

Once again. an external agent is the motivating factor. What
is important for success is seemingly an objective standard. such as
the status of a particular college.

was accepted on an early application to Harvard where he
had wanted to 90 since he was six. We took a trip there and it was
clear he fell in love with it partly because itfls an incredibly
interesting place.

Certainly the Smiths have instilled a psychological radar to
help their children be aware of the needs of others and to be "good
students" and "good personsJ' "We try to encourage him to be respect-
ful. 1195 so easy in the hustle and bustle of today to show no respect
to anyone. We want him to be a good personJ' But this detection goes

beyond the level of approval or disapproval of others to a level of

internal motivation and academic achievement.

93

In discussing a parent's important input to achievement.
Mr. Hill conveyed to his children: "These are the things you want to
be positive about. These are the values we stress. Be positive and
work to see your values and capabilities become a realityJ‘

Grades are much more important to the Hills than they are to
the Smiths. While the Hills stressed "good study habits needed for
academic success." the Smiths felt that "study habits are important for

helping children develop their own lives."

Summ
In both the Hill and Smith families. parental perspective was a

significant influence in the chfhfls experience of high academic
achievement. Both families wanted their children to be high achievers
and to develop the internal motivation. energy. and persistence
necessary to accomplish high achievement. However. the perspectives
differ in the emphasis of parent authority versus personally developed
motivation which results from parent-child interaction and related
environmental interaction.

Of the parents interviewed in this study. varying degrees of
conventional (inner-directed) versus analytic (other-directed) perspec-
tive are evident. The comparison of the Hill and Smith families is
made to increase understanding of these dimensions. It also is
intended to help parents develop an understanding of their perspective
toward academic achievement.

The two types of parents discussed here certainly do not

reflect all forms of parenting. An analysis of different types of

94

parenting could help parents to reflect about their own child and about
their parent-child relationship.

One might hypothesize that the students in this study were
academically successful. partly because of the parents' consistency and
clarity of parental perspective on academic achievement. In spite of
differences in family perspectives. the Hill and Smith students went
off to college with a strong sense of academic purpose as well as an
appreciation for their parents' contribution to that endeavor.

The students in this study have not yet graduated from college;
however. the interviews discussed some of the older siblings and gave a
clue to the end result of this experience of academic excellence. Most
parents encouraged children to achieve well so that they could go to
college. have a better life. and find a fulfilling. rewarding job that
would enable them to not only enjoy the comforts of the life style to
which they were accustomed. but to possibly surpass the accomplishments
of their parents. On an over-all sense. parents felt that their chil-
dren needed to be well educated in order to meet societal responsibili-
ties with a knowledgeable background.

While careful attention to academic achievement occurred. there
was not always fulfillment. "Our older two graduated from college--one
in English Literature and one in Psychology--and they don't have a job
yet. I just hope they find one soon. or decide they want to go to
graduate schoolJ‘ 'like any other young people they are not very happy

about the whole economic and political times."

CHAPTER V
FINDINGS. CONCLUSIONS. AND RECOMMENDATIONS

Introduction

The purpose of this research has been to study the educational
perspective of parents of high-achieving students. That perspective
has been examined in terms of the beliefs and behaviors of the parents.

Throughout this study. it has been evident that parents
provided a structured network of expectations and a support system in
which these children were raised. That support system is. in fact. the
perspective of dedicated parenthood and an unfailing commitment to
having their children make the most of themselves. Given at least
average academic ability. the parental perspective was that with
commitment. energy. and using the experiences of their own family
tradition. their children would become academically successful.

Parents saw academic achievement not only as a childhood
learning experience. but their perspective included projected hopes and
plans for their children: an occupation Hith prestige. earnings. good

mental and physical health. and general happiness.

95

96

Endings

1. How parents viewed academic achievement

Parents stressed learning and not the acquiring of grades.
Learning was presented as a fulfilling. satisfying. and pleasurable
activity.

Parents encouraged their children to do their best. They
believed that given average intelligence. the result of doing oneks
best would bring high achievement.

Parents saw academic achievement as part of a larger goal of
the child's adjustment to life. They believed that academic

achievement is encouraged through a variety of life experiences.

2. Parental guidelines

While most parents initially indicated that their children were
self-motivated high achievers. a closer examination disclosed a network
of expectations and a support system. This network included

1. parent expectations for learning and high academic
achievement

2. home guidelines that encouraged academic achievement and
insisted upon organization for living

3. family tradition for valuing education and high achievement

4. encouragement of family discussions

5. emphasis on reading

6. effective parenting as the life priority of the parents

Over 90% of the parents interviewed said that providing

guidelines for television viewing had not been an issue in their homes.

97

The parents watched television on a limited basis (news. specials.
occasional programsL. Children seemed to follow the patterns of
television viewing of their parents. ‘Time spent reading and discussing
issues with others rather than watching television was considered a
positive factor for encouraging academic achievement.

While parental guidelines pervaded the chilcPs early life. time
had partially erased the need for guidelines which had earlier set the
stage for academic achievement. As children grew to independence and
internalized the value of learning. few parental guidelines were
needed.

Parents supported schools and teachers. They intervened as
much as necessary to assure the meeting of their chihfls needs as they
perceived them. Their involvement with the school included formal
visits with teachers and administrators as well as informal discussions
with school staff while they acted as classroom parents and library

assistants.

3. Analysis of parental perspective--social and domestic determinants
The educational perspective of parents in this study reflected

their own personal life experience. This experience can be described

in terms of the six points that Brim (1965) cited as determinants of

parental perspective: (1) health and physical ability. (2) strength

and size. (3) intelligence. (4) beliefs. (5) attitudes. and

(6) motives. Brim suggested that each parent's behavior is further

influenced by the normative attitudes of family members. the degree to

98

which they are bound to the traditions of their culture. and the limi-
tations placed on them by their socioeconomic circumstances.

While parents in this study represented varying experience in
the points cited above. all parents were influenced by their family
tradition which supported academic excellence. They were bound to the
tradition of their culture and worked to encourage and to afford
educational opportunity for their children.

4. Analysis of environmental factors and interaction factors related
to academic achievement

Parents in this study maintained a sense of control of their
childrenksenvironment.in the formative years through elementary school
and stood ready to reinforce their original influence if needed. Par-
ents encouraged special interests. development of thought process by
reading and conversation. and generally demonstrated that they wanted.
and were willing. to control the child's environment in order to pro-
duce the desired result of optimum learning and academic achievement.

Parents wanted to be able to participate in and to monitor the
child's growth rather than to feel that the child was just being fed.
entertained. and given independence to allow parents maximum time for
adult life away from children. They wanted to experience and to know
what was going on in their child's life in order to assist in the
growth process.

The interaction described by parents was one of open communica-
tion. Parents did not talk down to children but worked for mutual

understanding in parent-child communication. They took time to develop

99

an understanding relationship and to determine their children's inter-
ests and ideas about life.

This parent-child experience seemed to enhance rather than to
deter the child's own peer involvement. That is to say. the time the
parents spent with their children created a social adaptability that
helped the child with general adjustment to life and to the academic
setting and to help channel the chilcPs goals to include the importance
of learning. Parents generally agreed that parenting and encouraging

their children was the general goal of their lives.

Conclusions

1. How parents viewed academic achievement

Most parents in this study held advanced degrees. They had
experienced pride in their own academic accomplishment and had an
understanding of factors that would be important for encouraging their
children's academic achievement. They spoke with confidence about
their beliefs. An understanding of this perspective helps to explain
parental emphasis on the "realness" of learning versus a token value of
grades given by a teacher.

Because this study involved a select population of parents.
most of whom were educators by profession. its findings cannot be
generalized to all parents. ‘The proximity of a large university was

the major reason for many of the parents being educators.

100

2. Parental guidelines

Parental guidelines became less needed as the child grew to
independence and internalized the need for learning. Once the result
of high academic achievement had occurred. the child's pride in the

accomplishment of a "job well done" perpetuated the excellence.

3. Analysis of parental perspective--social and domestic determinants

The perspective of parents in this study reflected both per-
sonal and societal dimensions. The personal dimension emphasized
family tradition for encouraging their own academic achievement as well
as the academic achievement of their children. Individual characteris-
tics and motivations further influenced the personal dimension.

The societal dimension influencing parental perspective
resulted from the historical time span in which these parents lived.
With an average age of 45 to 50. most parents in this study had been
born before World War II. During the decades of their own growing to
adulthood. there was an escalation of social changes that began to
affect the family unit in such a way as to cause decreasing prominence
of parental influence and an increase in the influence of peers and
television. Some of these changes include urbanization. increased
Child labor laws. a reduction in apprentice systems. an increased need
for commuting. centralizing of schools. increased permissiveness. the
influence of television. and the delegation of professionalization of
child care (Bronfenbrenner. 1970). Other influencing factors include

the rise of divorce and the emergence of new life styles. .All of these

101

changes caused a decrease in the contact between parents and their
children.

The parents studied in this research demonstrated a high
priority on time spent with their children. In spite of personal
commitments and professional or societal involvements. they considered
time with their children a priority.

4. Analysis of environmental factors and interaction factors related
to academic achievement

The parents in this study represented middle- and upper-middle-
class homes. Not only was there family expectation for high academic
achievement. but mechanics of home management were geared toward
supporting such achievement. 'Time and space for study were integrated
into the style of living.

Most mothers were able to stay at home with their children
when they were in pre-school and elementary school. While most of
these mothers had professional training. they chose to be at home
during the formative years of their children. They believed that
building morale and being a receiver of the child's thoughts and
actions during the formative years would help to develop the confidence
and communication experience needed for later success in school and in

life.

EindJngLoLtnantenLiou
WWW

From the parents' interview and information forms. it could be

seen that there was general parental agreement between parents in each

102

family regarding the importance of learning and high academic achieve-
ment. Over 90% of the families represented closely knit. nuclear
families where emotional support and parental cohesiveness were evi-
dent. Fathers and mothers both regularly read to and talked with their
children.

As high school years came. there was more differentiation in
ways in which parents individually assisted. While a father might be
best skilled in reviewing a mathematics assignment. a mother might
offer suggestions for writing a theme. Thergeneral parental perspec-
tive was that while students were guided to work independently. parents
were always interested and were always available to assist.

All homes where interviews occurred appeared to be functioning
in a very organized way. Homes were clean. decorated attractively. and
included the special interests of family members in the decor. Parents
seemed pleased. if not honored. to be asked about their views related
to the high academic achievement of their children. ‘They spoke with a
secure delivery and although they spoke extemporaneously. there was a
sense of organization about their thoughts. They spoke with pride and
conviction. In addition. there was general agreement between the
parents in each family unit about the importance of academic achieve-

ment and about ways of encouraging such achievement.

BecomsndatlonszDJscussion
Before school age. the amount of parental care invested in
children differs as much as five times from family to family (Hill a

Stafford. 1974). With this knowledge. educators may more easily

103

understand that in a school setting. children show differing reactions
to educational experiences. They bring differing perspectives about
academic achievement with them when they enter school.

In seeking educational success and equality of opportunity for
all students. there has been a serious oversight on the part of edu-
cators in minimizing or ignoring parental perspective toward academic
achievement. Research offers conclusive evidence that parental influ-
ence on academic achievement is crucial. yet educators make little use
of this information. Coleman's (1974) conclusion that "the total
effect of the home is greater than the total effect of school" on a
child's achievement typifies such studies.

When the topic of educational equality emerges. educators are
quick to take a "band aid" approach to patch up the inequalities. If
"Johnny" comes from a poor district in socioeconomic status. legis-
lators provide stipends to offset the educational disadvantage. When
there is discussion about individual differences of IQ. race. language.
and reading ability. educators organize remedial programs to help
equalize the inequalities of ability or experience. Why hasnrt'the
educational system addressed the more subtle yet powerfully important
inequality of the parent-child experience as it relates to academic
achievement?

There is no simple answer to this question. While some factors
in the parental perspective are subjective and intangible. some are
easily quantifiable. These factors cross over lines of socioeconomic

status. IQ. and race. This study has shown that these factors include

104

adult-child communication. parent-child reading experiences. and family
beliefs and involvement in the educational process.

While schools are charged with the assignment of having
children learn. there is the accompanying charge of valuing learning.
wanting to learn. knowing how to learn. acquiring knowledge. and then
behaving according to that knowledge. These charges are an unrealistic
demand upon educators without the understanding and support of parents.
Realizing that parents are important partners in shaping the childks
academic experience. is it possible to build a profile of parent
perspective that optimizes academic achievement? How could such a
profile be used to encourage more parents to develop such a perspec-
tive?

This researcher suggests that an affirmative response to both
questions is desirable and that educators and parents need to work
together to develop such profiles. While no cause-effect relationships
have been established by the findings of this study. some consistencies
of perspective have been noted. They need to be interpreted in terms
of (1) What are the important findings? and (2) What can educators do
to use this information for future improvement in academic achievement?
Such analysis would offer increased awareness of the interactions
involved in the home-school-community experience and would be used in
working out parent profiles.

Parents influence academic achievement. Walberg (1984)
reported that in a synthesis of 2.575 studies about achievement. par-

ents either directly or indirectly influence learning.in the following

105

ways: student ability. student motivation. quality of instruction.
amount of instruction. psychological climate. academically stimulating
home environment. peer group with academic interests. goals. activi-
ties. and television exposure. Knowing this. and using the findings of
this research to develop home-school goals about achievement. the
following conditions would need to be considered:

1. emphasizing learning and understanding with a purpose. not
just the acquiring of grades

2. viewing academic achievement as only one of many goals in
life

3. defining a chilcfls best potentials and best achievements
and helping to see that the "best" is attained (profiles of a childhs
strengths and interests could assist in the formation of goals)

4. planning a network of expectations and positive rein-
forcement

5. encouraging meaningful interactions with cultural or family
association; where there is an absence of these ties. a substitute
experience might be considered

6. encouraging parent involvement in the schools

7. reviewing communication opportunities for children

8. reviewing and developing skills of parenting

9. assessing attitudes of parents and students toward learning

10. encouraging students to have a sense of responsibility for

their own achievement

106

Parents in this study unanimously endorsed the conclusions
cited above. Among the factors that produced mixed responses were the
following: the effect of competitiveness. use of praise and reward.
home responsibilities for children. use of television. and style of
perspective (inner-other directed).

Parent involvement was an important part of the perspective of
those parents in this study. No parents stood by saying. "It's up to
the schools to teach my childJ' A11 were involved in the teaching-
learning experience and continually encouraged the physical. mental.
social. and psychological aspects of growth in academic achievement.

While it is frequently discussed that education is expensive.
it should also be viewed as an investment. If viewed in this light.
parents and educators may begin to better plan mutual goals for
improving academic achievement. For several decades. reports have
shown that academic achievement in the United States has fallen below
that of many European and Asian nations. High achievement can bring
economic returns for both individuals and the nation. When individ-
uals. communities. and the nation are propelled by the need for improv-
ing academic achievement. the use of parental perspective will be
encouraged. The planning of profiles and contracts could use the
technology of computer science.

Related studies could address:

1. the nature of the parent-child communication experience

2. the parental perspective of varying levels of achievers

107

3. the parental perspective of parents of differing socio-
economic levels

4. comparative study of parents of high achievers from
contrasting backgrounds and circumstances

5. student perception of parental perspective toward academic

achievement

Sumau

Parents viewed academic achievement as part of a larger goal of
the child's general adjustment to success in life. The parents in this
study had experienced academic success and felt that they knew how to
best advise their children about academic achievement. Parents
stressed high expectations. well-rounded development. learning as more
important than high grades. positive reinforcement for academic
achievement. and internalization of the challenges of learning by the
child himself.

The educational perspective of parents reflected their own
personal life experience. During the decades of their own growing to
adulthood. there was an escalation of social change that affected
family units in such a way as to cause decreasing parental influence
and increasing influence of peers and television on the lives of
children. There was less contact time between parents and children.
However. the parents in this study placed a high priority on time for
interaction with their children. The time spent with children provided
an intra-age experience that seemed to create an adaptability helpful

to academic and general success.

108

Self-confidence. interest in the future. and a feeling of
support gained from home influence propelled these children in effec-
tive growth both socially and academically. Parents encouraged chil-
dren to become independent and to take pride in a job well done.

Parents in this study generally agreed that parenting and
encouraging their children's achievement was the most important thing
in their lives. They maintained a sense of control of the chilcPs
environment in the formative years and stood ready to reinforce their
original influence if needed.

Parents encouraged special interests. development of thought
process by reading and conversation. controlled television viewing. and
generally demonstrated that they were willing to control the childu;
environment in order to produce the desired result of an academically
achieving child.

Parents participated in and monitored the growth of their
children. They believed that while a child is guided to learn indepen-
dently. parents should always be interested in what the child is doing
and should always be available to assist.

Parents stressed open communication and did not talk down to
their children. ‘They communicated with their children and were
receivers of the child's interests and ideas.

All parents were convinced of the importance of reading to
academic achievement. They consistently had encouraged children to

develop good reading habits.

109

All homes where interviews occurred appeared to function in an
organized way. ‘They were clean. decorated attractively. and included
the special interests of family members in the setting and in the
decor. Parents seemed pleased. if not honored. to be asked questions
about their views related to the high academic achievement of their
children. They spoke with a secure delivery and although they spoke
extemporaneously. there was a sense of order and organization about
their thoughts. ‘They had clearly formulated opinions and spoke with
pride and conviction. In addition. there was general agreement between
the parents in each family unit about the importance of academic
achievement and about ways of encouraging it. Over 90% of the families
represented closely knit. nuclear families where emotional support and
parental cohesiveness were evident.

The findings of this study should not be generalized to other
socioeconomic or educational populations. Comparison of parental
perspective with other populations should be the focus of another

study.

APPENDICES

110

APPENDIX A

INTERVIEW NOTATION SHEET

1]]

1. Parent name:
2. Student's name:
3. Race: Black White Hispanic Oriental
4. Home: both parents single parent
living at home home
IntenfloLnotatJons:
1. Person interviewed alone? yes no
If no. who else was present?
2. Did person interviewed respond primarily as "I" or "we"?
3. Response to parental perspective reliability-validity check:
P1 F’2
S D S 0
Need for additional interview? yes no
4. lntsuisujsscrintjon:

112

INTERVIEW NOTATION SHEET

 

 

a. home environment

b. voice and delivery

c. other:

APPENDIX B

PARENT INFORMATION SHEET

ll3

114

PARENT INFORMATION SHEET

Parent name:

 

Parent age: (check appropriate column)
mother father

60+

 

55-60

 

50-55

 

45-50

 

40-45

 

35-40

 

Parent education: (circle appropriate response)

mother father
H.S. H.$.
B.A. B.A.
M.A. M.A.
Ph.D. Ph.D.
Other Other

Parent occupation:

mother father

 

 

How similar are your parental views regarding academic achievement
to your spouse's? (circle appropriate response)

extremely somewhat somewhat extremely
similar similar different different

What are the areas where you and your spouse think most the same
regarding parenting?

APPENDIX C

INTERVIEW SUMMARY SHEET

115

116

INTERVIEW SUMMARY SHEET

 

 

Name Birth order
(specific influences)

How do you feel about the importance of academic achievement?

Parent behavior (guidelines):

Time element:

Parents themselves and their perspective (family influence):

Environmental control: parent-child interaction

Recommendations--advice:

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