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This is to certify that the

dissertation entitled

‘

A STUDY OF THE RELATIONSHIP OF FAMILY LIFE

TO THE ACADEMIC SUCCESS OF STUDENTS
presented by

Thomas C. Jeltes

has been accepted towards fulfillment
of the requirements for

 

 

Ph.D. degree in Educational Administration

3mm;

Major professor

 

Date October 1992

 

MSU is an Affirmative Action/Equal Opportunity Institution 0-12771

 

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MSU Is An Affirmative ActiorVEquaI Opportunity Institution
0:me

A STUDY OF THE RELATIONSHIP OF FAMILY LIFE
TO THE ACADEMIC SUCCESS OF STUDENTS

By

Thomas C. Jeltes

A DISSERTATION

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

DOCTOR OF PHILOSOPHY

Department of Educational Administration

1992

ABSTRACT

A STUDY OF THE RELATIONSHIP OF FAMILY LIFE
TO THE ACADEMIC SUCCESS OF STUDENTS

By
Thomas C. Jeltes

The researcher’s purposes were to investigate conditions of
family life and culture among students who were successful in school
and to describe how the students’ involvement in the family as a
dynamic social unit influenced their decision to succeed in school.
To accomplish these purposes, the researcher examined the home
settings of the students’ families, family members’ and students’
school experiences, the students’ experiences ‘HI the family, and
interactions between and among students, family members, and school
personnel.

Using information provided by school administrators,
counselors, and teachers, and his own knowledge of successful
students in the area, the researcher selected 11 successful students
and their families for the study. These two-parent Caucasian
families lived in rural communities near a large metropolitan area
in the Midwest; the students all attended public schools. The
researcher contacted the students’ parents to obtain their
permission to observe the students at school and to conduct personal

interviews with parents and students at home.

Thomas C. Jeltes

A taped interview format was used to facilitate transcription
and interpretation of the interview responses. The 400 pages of
transcriptions were summarized, and the data were analyzed to
identify patterns within and among families and to answer the
research questions.

High academic aspirations and achievement” as well as hard
work, were found to have existed in these families for at least
three generations. Although many of the grandparents had not
finished high school, they generally were successful in their chosen
occupations and strongly supported the value of higher education for
their children. All of the parents in the study had graduated from
high school; several had earned college degrees. Parents saw
themselves as successful, and they were committed to teaching their
children moral and ethical values. The successful students’
families provided them with positive support and built their self-
confidence. Upward mobility and hard work were inherent in the
family culture of these students.

To provide further insight into why certain students succeed,
it is recommended that additional research be conducted with
successful students from single-parent families, those you) attend
parochial schools, and those from a variety of racial and ethnic

backgrounds.

ACKNOWLEDGMENTS

Completing a doctorate degree is a lesson in persistence; one
does not go through this process alone. Many people provided
support and encouragement iri the completion (Hi this dissertation,
and I would like to take this opportunity to acknowledge their
contribution.

First, appreciation is extended to Dr. Samuel Moore 11,
chairperson of my dissertation committee. Through his demonstration
of patience and encouragement, he was an outstanding model of how to
deal with graduate students and people in general. He challenged my
thinking and helped me take a critical look at an important issue.
In addition to being a valued member of the team, he has become a
true friend.

I also want to thank Drs. Daniel Kruger, Louis Romano, and
Peggy Reithmiller for serving on my committee. They were supportive
and willing to give assistance when needed.

Many thanks to Susan Cooley for editing and typing the disser-
tation.

Special thanks go to my wife, Jane. She has endured 18 years
of my working on various academic degrees. Her support and
confidence in me were invaluable; without her constant
encouragement, I Inight run; have completed the doctoral program.

With much love and gratitude, I dedicate this work to her.

iv

I appreciate the help of Bill and Allene Felden, my parents-in-
law. Allene furnished me with many articles on families, which were
useful in preparing the review of literature.

Sincere thanks to my mother, Clara Jeltes, for her
encouragement and faith in me. Many of the traits observed in the
successful families in this study were present in my family, and I
thank my mother and father for that.

I appreciate the love and patience of my daughter, Sarah Jane,
who often was told, "Sorry, Daddy is too busy to play." Now, Sarah
Jane, we can play!

Appreciation is extended to Byron Center Public Schools for
allowing me to, take a year’s leave of absence for my doctoral
studies, and to Robert L. Nickels Middle School personnel, who had
to endure a change in principals.

Finally, thanks are extended to the 11 families who partici-
pated in this study for giving me permission to tell their stories.
They opened their hearts, their homes, and their experiences to me.

I thank these families for their honesty and openness.

TABLE OF CONTENTS

LIST OF TABLES .......................
Chapter
I. INTRODUCTION TO THE STUDY ..............

Introduction ...................
Statement of the Problem .............
Purpose ......................
Importance of the Study ..............
The Population ..................
Research Questions ................
Delimitations ...................
Definitions of Key Terms .............
Overview .....................

II. REVIEW OF RELATED LITERATURE AND RESEARCH ......

Introduction ...................

The Influence of Family Background and
Characteristics on Students’ Success ......
Social Class ..................
Parents’ Involvement in Their Children’s

uncommon—-

Education ..................
Early Childhood Influences ..........
Parents’ Personality Structure ........
The Home Environment .............

Characteristics of Successful Families .....

Parental Involvement in Children’s Education

Chapter Summary . . . . . . . . . . . . . . . I .
METHODOLOGY ....................

Introduction ..................
The Study Design ................
Research Questions ...............
Selection of the Population ...........
Setting for the Study ..............
Research Methodology ..............
Procedures Followed in Conducting the Study . . . .
Data-Analysis Procedure .............

vi

IV. PRESENTATION AND ANALYSIS OF DATA ..........

Introduction

Home Settings of the Families in the Study

The
The
The
The
The
The
The
The
The
The
The

Coates Family ...............
Gates Family ...............
Hill Family ................
Start Family ...............
Brown Family ...............
DePree Family ...............
Snider Family ...............
Madison Family ..............
Kort Family ................
Rosema Family ...............
Hart Family ................

Demographic Information on the Successful

Students and Their Families ...........
Coates Family ...............
Gates Family ...............
Hill Family ................
Start Family ...............
Brown Family ...............
DePree Family ...............
Snider Family ...............
Madison Family ..............
Kort Family ................
Rosema Family ...............
Hart Family ................
Family Members’ School Experiences

Grandparents’ School Experiences

Parents’ School Experiences ...........

Analysis of the Findings
The Successful Students’ Family Experiences . . . .
Coates Family ...............
Gates Family ...............
Hill Family ................
Start Family ...............
Brown Family ...............
DePree Family ...............
Snider Family ...............
Madison Family ..............
Kort Family ................
Rosema Family ...............
Hart Family ................

The
The
The
The
The
The
The
The
The
The
The

The
The
The
The
The
The
The
The
The
The
The

Risk Factors Associated With Dysfunctional

Families
Analysis of the Findings
The Successful Students’ School Experiences . . . .

vii

0000000

...........

Page

Sally Coates .................. 141
Jim Coates ................... 142
Tom Gates .................... 143
Bill Gates ................... 144
Susan Hill ................... 145
Jane Start ................... 145
Sarah Start ................... 146
Bob Brown .................... 147
Brenda Brown .................. 147
Mendy DePree .................. 147
Michelle DePree ................. 148
Sarah Snider .................. 149
Tim Snider ................... 150
Tony Madison .................. 150
John Madison .................. 151
Mary Kort .................... 152
Rick Rosema ................... 153
Steve Rosema .................. 153
Doug Hart .................... 154
Cheryl Hart ................... 155
Analysis of the Findings ............ 155
Interactions Between and Among the Students,
Family Members, and School Personnel ...... 158
Parents’ Involvement in the School ....... 159
The Individual’s Decision to Be a Success at
School .................... 163
Analysis of the Findings ........... 165
Chapter Summary .................. 165
V. SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDA-
TIONS FOR FURTHER RESEARCH ............ 167
Introduction ................... 167
Summary of the Major Findings ........... 168
Conclusions .................... 177
Comparison of the Findings to Those From Previous
Research .................... 177
Recommendations for Further Research ....... 180
Reflections .................... 181
APPENDICES
A. FAMILY CHARACTERISTICS INVENTORY .......... 184
8. FAMILY HISTORY SURVEY ................ 186
C. FAMILY RISK FACTORS QUESTIONNAIRE .......... 187

viii

D. LETTER OF APPROVAL FROM THE UNIVERSITY COMMITTEE
ON RESEARCH INVOLVING HUMAN SUBJECTS .......

E. CONSENT FORM ....................

BIBLIOGRAPHY

OOOOOOOOOOOOOOOOOOOOOOOO

ix

LIST OF TABLES

Table Page

1. Home Settings and Demographic Characteristics of

Families in the Study Population .......... 70
2. Educational Backgrounds of Successful Students’

Parents and Grandparents .............. 103
3. Presence of Risk Factors in the Families Included

in This Study .................... 138
4. Summary of Characteristics of Successful Students’

School Experiences ................. 157
5. Parents’ Involvement With the School ......... 160

CHAPTER I

INTRODUCTION TO THE STUDY

Introduction

Much has been written about the weaknesses of the American
educational system, especially with the recent declines in students’
scores on the American College Test (ACT) and the Scholastic
Aptitude Test (SAT). Another problem is the high number of at-risk
students in American schools.

Attempting to understand why some students learn and why others
do not is a difficult undertaking. Okey (1990) studied dropouts and
the reasons they were not successful in school. He found that two
reasons students dropped out of school were conflicts within the
family itself and the family’s relationship with the school. Okey
claimed that the reasons students drop out of high school can be
traced to their family life and how the family members interact with
each other and the school.

According to many researchers, the family plays an essential
part in children’s education. The writers of High School and Beyond
(U.S. Department of Education, 1984) concluded that "family
socioeconomic status (SES) and other factors of family background"
(p. 2) were main influences on students’ success or failure in

school.

The family and its culture play a large part in determining
whether a child is successful. Bell and Bell (1982) wrote:

The system in which the child develops will affect her personal

development and her style of relating to others--both inside

and outside the family. Behavioral skills and cognitive sets
beneficial--or' detrimental--to successful functioning in 'the

"real world" are learned through the ongoing process of family

interaction. (p. 519)

Researchers also have found that the social position of the
family is directly related to students’ behavior. In Elmtown’s
Youth, Hollingshead (1949) wrote, "The social behavior of
adolescents appears to be related functionally to the positions
their families occupy in the social structure of the community" (p.
9). Similar' conclusions were reached by Bachman (1971, 1972),
Masters (1969), Rosenthal (1983), and Rumberger (1983). They
believed that socioeconomic status is an important factor in
students’ academic success.

Newson and Newson (1963) stated that middle-class children in
both England and America do better in school than those from lower
classes because of social-class differences in parental encourage-
ment. and 'hi early' child-rearing practices. Thus, according to
Newson and Newson, certain family background characteristics affect
the behavior of students who succeed. Parental encouragement is one
such factor. Parental interest, Musgrove (1966) found, is
especially important with children of borderline ability. In his

study, children of borderline ability obtained 23% more places in

grammar schools than expected if their parents were educationally

ambitious for them. Children with ambitious parents tended to be
"over-achievers."

Other factors that have been found to affect students’ success
or failure include whether both parents are present in the home and
the number of siblings. With regard to school dropout (Okey, 1990),
found that "in homes where only a female parent was present, the
dropout rate was found to be 66%. greater than that of intact
families. When the only parent was a male, this rate soared to 78%.
If a child did not reside with either parent, the rate was 2-1/2
times that of intact families" (p. 3).

Family size and children’s birth order may affect students’
success in school. It is possible that, in a small family, the
child is in closer touch with the parents and habitually uses more
grown-up language and ideas than if he or she were surrounded by
siblings. In the nineteenth century, Galton (cited 'Hl Musgrove,
1966) found that it was an advantage to be an eldest or an only son.
Subsequent researchers have confirmed this judgment (Gilmore &
Gilmore, 1982; Pines, 1981).

Hess and Handel (1959) believed that each family member draws
an image of every other member and himself or herself through the
relationship he or she has with the family. Children develop their
cultural values, role expectations, and moral standards from their
families.

From the research cited above, it is evident that the family is
an important aspect of students’ success in school. Early childhood

experiences also have an important influence on adolescents’ lives.

These experiences are controlled and shaped almost exclusively
within the family setting. Brazelton (cited in Brinley, 1990)
wrote, "The real job in education comes long before children get to
school. You’ve got to have kids feeling good about themselves,
feeling self-confident and ready to learn" (pp. 86-87).

Much of the child’s personality, including core values, norms,
and beliefs, may largely be internalized by age three or four.
The child’s behavior patterns are established primarily through his
or her early experiences in the family. .What the child learns in
the home is carried out of the home to the neighborhood. When the
child enters school, he or she confronts a new environment with its
own formalized structure. What the child has learned in the home
acts as a powerful influence on his or her behavior in this new
environment.

A child’s success in school depends on his or her ability to
adapt to this new world and to conform to its rules, goals, and
structures. Despite the real power of peers in the elementary
grades, the family is still the primary influence in a child’s life.
The security of a loving, supportive family is what keeps the child
stable.

As children mature, they begin to choose their own friends and
set their own course. The ability to make friends and have
relationships represents an inner sense of competence. Peer
pressure grows more powerful, but a strong foundation--and the

support of parents who are willing to be flexible but who know where

to draw the line--can counteract even negative influences. The
family and school environments remain central to all these

interactions and to the individual.

Statement of the Problem

Many quantitative studies have been conducted on at-risk
students and school dropouts. But a valuable component of the
schools often has been overlooked--students who are doing well in
school, those who are achieving and are successful academically and
socially.

To understand why particular students are successful, one needs
to understand the complex interactions that take place between the
individual and his or her family, the individual and the school, and
the family and the school. Clark (1983) provided some insight into
the relationships among the individual, the family, and the school.
He asserted that it is not the structure or composition of the
family, but rather the quality of family life and how the family
members interact, that influences whether students succeed IN” fail
in school.

Only recently has the influence of family relationships on
children’s development and achievement been subjected to direct
analysis. Much clinical evidence is available on the effects of
family life, but this information is of an indirect nature, drawn
from patients’ recollections of the often quite distant past. Some
researchers have attempted to measure the strength of individuals’

need for achievement and to relate this need to their family

background. Other researchers have found that family income level
is directly related to students’ achievement. However, these
undertakings have not provided consistent and reliable data on the
relationship between family influences and student achievement.
Although these researchers have made a valuable contribution, they
have not considered the family as a living, dynamic social group
within which the successful student functions. Most investigators
have not considered the complex interaction among successful
students, their families, and the schools. Hence, more research is

needed in this area.

Purpose

This qualitative study was undertaken to address the need for
research on the features of family life that lead to students’
success in school. The researcher’s overall purpose in conducting
this study was to investigate the conditions of family life and
culture among students who are successful in school. The intention
was to gain a better understanding of why certain students are
successful by examining the students’ family experiences, their
family history, and family-school interactions. The researcher was
interested in understanding the behavior of successful students and
the factors underlying students’ success in school.

A secondary purpose was to describe how the subjects’
involvement in the family as a dynamic social unit influenced their
decision to work hard and succeed in school. The researcher was

interested in discovering whether the students’ perceptions of their

families’ views regarding the importance of education influenced
those students’ decision to succeed in school.

In attempting to accomplish these purposes, the researcher
examined the complex interrelationships that exist among successful

students, their families, and the schools.

Importance of the Study

The present study is important because it is expected to
provide insights into why certain students succeed. Because
American schools are frequently viewed in a negative way, this study
was undertaken to show that there are successful students and to
explain why they have been successful.

It also is expected that the study findings will lead to a
better understanding of the family’s influence on the education of
the child. This influence will be examined with regard to the
following issues:

1. The interaction between successful students and their
families, and the family’s relationships with the people and groups
constituting the school organization.

2. The relationship of family members’ experience with
schooling and the student’s decision to (k) his or her best in
school.

3. The problems a successful student encounters in being suc-
cessful and whether being successful is worth the effort involved.

4. The perceptions successful students have of school.

5. The relationship between family experiences and being suc-

cessful in school and in life.

The’Population

The population included 11 "successful" students and their
families. The subjects were from outlying (considered rural) school
districts within a 50-mile radius of a large metropolitan area in
the Midwest. Sixth graders through college students were included
in the study. The population included both males and females; all
of them were Caucasians.

The researcher chose the students for this study with the help
of school administrators and social workers/counselors. This choice
was based on the administrators’ and counselors’ knowledge of
students who were successful academically and socially and who were
involved in school activities.

Students selected for the study and thus considered successful
were those who were involved in many school activities, such as band
or choir, sports, and/or academic clubs. Their grades were in the A
and 8 range. These students were well liked by staff members and
were positive role models for their fellow students, who looked up
to and followed them.

Students selected for the study were observed by the researcher
as they interacted with other students, faculty, and school
personnel. The researcher also conducted personal interviews with

the selected students and their families.

Research Questions

The following questions, which are similar to those Okey (1990)
used in his study of dropouts, were used as a guide in gathering
information on successful students and their families.

1. How do successful students define their families? The
researcher was interested in the roles, norms, values, and interac-
tions of successful students’ families. The focus was on the role
successful students play as part of the family. Ihi what ways do
these students see themselves fitting into the family structure?

2. W_h_at is the student’s family background? To understand
successful students, one must understand their family background.
Are 'these students successful because they have been exposed to
successful people? Does being a member of a successful family have
a major influence on these students?

3. How do successful students’ family members react to and
interact with members of the school community? The researcher was
interested in determining the exchange of information, communication
processes, level of involvement, and the quality of interactions
that take place between family members and the school.

4. What were the school exoeriances of successful students’

 

family members? 'In trying to understand what makes certain students
successful in school, it is necessary to understand the educational
backgrounds of members of students’ families.

5. Is there a relationship between students’ success in school

and their family experiences? The researcher examined in depth the

10

family members’ values and beliefs with regard to education, as well
as the normative structures of the students’ families.

6. How do successful students’ family members view the impor-
tance of education? The researcher was interested in discovering
the views regarding the importance of education held by successful
students’ family members. What do they see as the family’s role in
regard to school?

7. What meaning does being saccassful have for the individual?
The researcher attempted to describe the meaning the subjects gave
to being successful, based on the findings from the previous
questions. Attention was given to examining why the student was
successful by examining his or her collective experiences within the
framework of the family and the family’s relationship with the
school.

8. How does the successful person succeed? Recognizing that
classmates often are hard on really successful students, the
researcher sought to determine how successful students react to
those who make fun of them for getting good grades and perhaps
view them as the teacher’s pet. How do successful students react to
being called "nerds" or being isolated from the larger group who
might not share their high expectations? What negative reactions do
they get from their fellow students, and how do they handle these

and other problems related to being a good student?

11

Delimitations

 

The unit of study was the nuclear family. The study population
was delimited to families comprising parents and their biological
children; families with adopted children were excluded because the
researcher’s concern was with the intact family. The population was
further delimited to Caucasian, middle-class families. Only
successful students from Iniddle school through college age were

selected for study.

Definitions of Key Terms

The following terms are defined in the context in which they
are used in this dissertation.

Behavior. Moral conduct, the way the student works, and how
the student reacts to his or her environment; the role the student
plays in the family and at school; the role the parents play in the
life of the student; how the student interacts with his or her
parents and siblings; the student’s actions at home.

Ev_erޤ. Occurrences regarded as having an influence on the
student’s attitudes and actions.

Experiences. Interesting IN“ remarkable events 'Hi a person’s
life or something suffered by a person; all that has happened to an
individual throughout his or her life or in a particular sphere of
activity.

Interactions. The actions taking place between and among indi-
viduals, especially between the student and members of his or her

family and among family members and school personnel.

12

Perception. Awareness or interpretation of something, based on
one’s physical senses or intuition.

Perspective. The evaluation of events or conditions according
to a particular way of looking at them, i.e., the way the student
sees his or her family’s view of the importance of education.

Position of the family. The level of achievement of the
family; the family members’ occupations. "The social behavior of
adolescents appears to txa related functionally to the positions
their families occupy in the social structure of the community"
(Hollingshead, 1949, p. 9). In general, the higher the position,
the better the achievement of the child; the lower the position, the
less is expected of and attained by the child.

Successful student. A student who is active in extracurricular
activities such assports, music, clubs, and school-sponsored
competitions; gets along well with faculty members and other

students; and earns A’s and 8’s in school classes.

Overview
This chapter contained an introduction to the study, a state-
ment of the problem and purpose of the research, the importance of
the study, a description of the study population, exploratory
questions, delimitations, and definitions of key terms.
Chapter 11 contains a review of literature in two major areas.
The first section is a review of writings on family background and

the characteristics of families of successful students. The second

13

part of the literature review deals with the involvement of parents
in their children’s schooling.

The methodology used in conducting the study is explained in
Chapter III. Included are time procedures used 'Hi selecting the
population, data-collection techniques, and the methods used in
analyzing the data.

The findings are reported in Chapter IV. Chapter V includes a
summary of the major findings, conclusions drawn from the findings,
comparison of the findings to those from previous research, and

recommendations for further research.

CHAPTER II
REVIEW OF RELATED LITERATURE AND RESEARCH

Introduction

The researcher’s overall purpose in ‘this study' was to
investigate the conditions of family life and culture among students
who are successful in school. The intention was to gain a better
understanding of why certain students are successful by examining
the students’ family experiences, their family history, and family-
school interactions. The researcher was interested in understanding
the behavior of successful students and the factors underlying
students’ success in school. A secondary purpose was to describe
how the subjects’ involvement in the family as a dynamic social unit
influenced their decision to work hard and succeed in school. The
researcher was interested in discovering whether the students’
perceptions of their families’ views regarding the importance of
education influenced those students’ decision to succeed in school.

The literature pertaining to topics relevant to this research
is reviewed in this chapter. Writings on family background and the
family characteristics of successful students are discussed. The
researcher examined conditions of family life that lead to
children’s success in school, as well as characteristics of

successful and healthy families. Literature dealing with the

14

I5

interaction of family members and family processes and culture also
is reviewed. The literature review was intended to provide
background on the family’s influence on students’ success in school.

The Influence of Family Background app
Characteristics on Students’ Success

 

Soci Class

Blau and Duncan (1967) stated that "the family into which a man
is born exerts a significant influence on his occupation in life,
ascribing a status to him at birth that influences his chances for
achieving any other status later in his career" (p. 6). According
to this viewpoint, the family into which a person is born determines
who the individual is, where he or she will fit into society, and
what kind of future the person is likely to experience.

Early researchers such as Counts, Deer, and Warner found that
there is a strong direct relationship between socioeconomic status
(SES) and achievement and behavior. Likewise, Hollingshead (1949)
concluded that adolescents. who have been reared in families of
different class cultures may be expected to follow different
patterns in responding to situations they encounter as they
participate in the social life of the community.

As a result of the investigations they conducted in Nottingham,
England, Newson and Newson (1963) concluded that "the classless
society in Britain is still a long way off. Men may be born equal;
but, within its first month in the world, the baby will be adapting
to a climate of experience that varies according to its family’s

social class" (p. 217).

l6

Boocock (1972) reviewed the literature ("1 social class and
school achievement and concluded that "the weight of evidence .
has clearly indicated that the social characteristics of the child’s
family affect his chances of success at school" (p. 56). However,
even though a link between social class and school achievement has
been established, the processes by which social class influences
parental behavior and parental behavior affects children’s
educational achievement are not yet understood.

In all of the studies reviewed, a key family characteristic
relating to students’ success was social class. However, in his
book Preventing Student Drooouts, Greene (1986) revealed that family
characteristics other than SES also are important. He wrote:

It is not unusual to find that dropouts come from homes where

the parents are separated IN” where family interpersonal

relationships are weak. In these situations, it is found that
the home fails to provide the love, affection, understanding,
and the emotional security which is necessary to the normal

development of young people. . . .

Another factor related to socio-economic class is the
level of aspiration of the students and their parents. . . . It
is difficult to convince these parents that education is
directly related to the goals they hold for their children.

One of the major characteristics of these students and of
their parents is the need for immediate gratification. . . . It

is difficult for them to realize that the rewards will be
greater later if they prepare themselves now. (pp. 27-28)

Parents’ Involvement in Their

Children’s Education
In the 19605, the belief that the family plays an important

role in children’s education was considered almost radical. At that

17

time, many people believed that the main responsibility with regard
to children’s education rested with the school. In the mid-19605,
researchers began to point to the undeniable influence of the family
on children’s education. Bloom (1964) found that many differences
in children’s academic development can be traced to the value placed
on education at home and specifically to parents’ reinforcement of
children’s activities in schools.

In 1966, Equality of Educational Opportunity (U.S. Office of
Education, 1966), often called the Cpleman Report, was published.
In this report, Coleman and his associates underscored the
importance of the family and the home in determining children’s
academic achievement.

In the late 19605, a number of projects were begun with
preschoolers, with the intention of preventing problems when the
youngsters started attending school. In general, the earliest
projects, irI which children were tutored but parents were not
involved, produced immediate gains in test scores, but these gains
were lost in subsequent school years. Children who took part in
later’ projects, which actively involved the parents, maintained
their test-score gains after the tutoring programs ended
(Bronfenbrenner, 1974).

Researchers at Stanford University in the mid-19705 helped
~ confirm the strategic role of parents as educators (see, for
example, Goodson & Hess, 1975). These researchers looked at key
models of parental involvement in compensatory education programs

that were developed in the 19605. The evidence they found supported

18

the model in which parents worked with their children at home,
sustaining the work of educators in the schools.

The evidence for parents’ key role as educators continued to
grow, but this role still was not receiving wide recognition. In a
study completed by Rich (1976), participating teachers designed
eight home-learning recipes for use in first-grade classrooms in the
Washington, D.C., area. After using these tools for eight weeks,
the first graders in the treatment group scored significantly higher
on standardized reading tests than did children in the control
group, who did not use the home-learning recipes. This finding
supported Rich’s hypothesis that parents are a very important part

of children’s education.

Early Childhood Influences

Whereas parents usually choose each other voluntarily in
marriage, their children become family members without an exercise
of choice. When one considers that the family typically retains at
least some influence over children for almost all of their immature
years and is characterized by a peculiar intimacy that facilitates
the transference of basic attitudes and values, one begins to
appreciate the paramount significance of the family in shaping
youngsters’ personalities. It is generally accepted that the first
years of life are ‘extremely important in the formation of the
essence of an individual’s personality.

In his study' of family life and School achievement, Clark

(1983) found that children spend most of the first five years of

19

life in the home. After that, between the ages of 5 and 17, more
than 60% of the days in a child’s life are spent moving from home to
school and back home again. How children come to perceive life in
the classroom is shaped by the message parents provide about their
own school experience; the routine communication among parents,
children, and teachers; and the academic information and experiences
the child acquires at home, which provide greater knowledge about
various aspects of school subject matter. Thus, the early years are
important because parents shape their children’s thoughts about
school.

Jack Pascoe (1981), a pediatrician in the School of Medicine at
the University of North Carolina, found that children who are talked
to, held, and praised tend to develop intellectually more rapidly
than children who do not receive as much warmth and affection.
Pascoe studied the families of 80 children born prematurely, and
sick, who had been in intensive-care units for some time before
joining their families at home. Pascoe visited the families of
these children throughout a two-year period; he examined the
children and interviewed their mothers, while noting the amount of
family and social support the mothers received, the child’s
intellectual level, and the home environment. He concluded that
mothers who received high emotional support themselves gave more
tender care and encouragement to their children. Families that had
rich emotional support enjoyed their children and did a good job of

rearing them. Children in such families scored significantly higher

20

on intelligence tests than those who came from less stimulating and
less caring families.

The 'findings from several early longitudinal studies showed
significant correlations between maternal behavior 'hi early
childhood and the children’s subsequent mental test scores (Baldwin,
Kalhorn, & Breese, 1945; Bayley & Schaefer, 1964; Honzig, 1967;
Kagan, 1964; Kagan & Freeman, 1963). Moore (1968) conducted a
longitudinal study in England, in which he gathered information
through home visits. The researcher rated toys, books, and
experiences available to the child, as well as example and
encouragement in the home for the development of language, emotional
atmosphere of the home, and general adjustment of the child at two
and one-half years of age. Although the quality of these home
influences was only slightly related to children’s early
intelligence test scores, the relationship of these influences to
children’s reading scores at seven years and intelligence quotient
(IQ) at eight years was substantial. The family variables were
better predictors of IQ and reading, even after controlling for
social class, than were maternal vocabulary and education.
Controlling for social class and the early data on family variables
increased the credibility of the interpretation that parental
practices influenced children’s development.

With regard to intellectual and language development, rela-
tively stable differences between socioeconomic groups in terms of
mean mental test scores have been found to emerge in the second and

third years of life. This difference may be interpreted as evidence

21

of the early and continuing influence of parental stimulation
(Hindley, 1965; Terman & Merrill, 1937). From a summary of findings
on early language and intellectual development, Schaefer (1970)
concluded that:

The evidence of the coincidence of the emergence of early

language skills with the emergence of mental test differences

between social groups, of the relationships of verbal skills
with socioeconomic status, ethnic groups, IQ scores, reading

achievement, and academic and occupational success supports a

conclusion that the education of the child should begin prior

to or at the beginning of early language development. (p. 187)
In addition, the relationship between maternal behavior and child
language behavior at 5 months (Rubenstein, 1967) and 10 months of
age (Tulkin, 1971) can be interpreted as evidence of the influence
of parental behavior on early language development and, perhaps,
later cognitive development.

Hess (1969) summarized the significant findings from a
longitudinal study in which measures on 160 middle-class mothers,
which were collected when their children were four years old, were
correlated with the children’s school performance two to four years
later. Among the variables that were related significantly to
reading readiness, reading achievement, and grades given by teachers
were availability and use of educational resources at home, the
mother’s personal optimism, and number of out-of—home activities.
Maternal behaviors in teaching the child to use an Etch-A-Sketch
that were related to later achievement included number of models

shown to the child, number of specific turning directions,

orientation to the task, praise and encouragement, and specificity

22

of maternal feedback. Maternal language scores and indices of
affection/support toward the child, warmth in a block-sorting task,
and affectionateness in teaching tasks also predicted later school
achievement. Apparently the mother’s teaching behavior, the experi-
ences she provided, and the model she set for the child were impor-
tant influences.

Guthrie and Jacobs (1966) conducted a study in the Philippines
on child rearing and personality development. They noted that the
family has something .at stake with regard to each of its members.
Children reflect the whole family in all that they are and in all
that they do. From their earliest years, children move in the
family circle, consciously and unconsciously, willingly and
unwillingly. They are trained in the family ways and absorb the
family values. If youngsters are good, they honor the whole family;
if they commit wrong, the misdeed sullies the family name. Hence,
Guthrie and Jacobs concluded that, in the Philippines as in the
United States, children are educated at an early age about what the
family expects of them.

Hunt (1964) wrote that it is the earliest experience or
"primary" learning that forms much of the pattern for later
information-processing capability in the system. This early
learning serves as the "programmer of the human brain-computer."
In a similar vein, Bing (1963) noted that mothers whose children had
"high" verbal skills provided more verbal stimulation in early
childhood, remembered more of their children’s early

accomplishments, were more critical of poor academic achievement,

23

provided their children with more story books, and let them take a
greater part in mealtime conversation than did mothers of children
with lower verbal skills.

Dreikurs (1958) said that children derive their first
impressions of human beings from their parents. Consequently,
parents must carefully watch their own conduct and improve it as
much as possible. Parents give children their first concept of the
great world beyond the family, and parents’ portrayal of this
outside ‘world affects children’s outlook. Most prejudices are
instilled in children’s minds by their parents. Parents’ attitudes
toward life and its problems are evidenced in their conversation;
what children hear at home strongly influences their development.

Dinkmeyer and McKay (1973) supported Dreikurs’s observations
and further stated that the child first learns to be human in the
social unit of the family. The family provides the environment and
the setting in which the child is exposed to a set of assumptions
about life. The family’s commonly held traits, beliefs, and values
arise from this atmosphere, as do their means of relating to others.
The child observes family exchanges and relationships and interprets
these as the way to deal with other people. If the youngster’s
mother and father quarrel, or if one of them uses temper or emotions
to gain control, the child observes these behaviors and then adopts
the ones that appear to be effective. Families that emphasize
working together for their mutual interests often engender a similar

attitude in the child. Likewise, if the family as a whole values

24

intellectual pursuits, music, or athletics, children often pursue
these interests, as well.

Family behavioral patterns should not be considered direct
determinants of behavior. Obviously, children are free to accept or
reject particular behaviors. However, when siblings have similar
character traits, it frequently is an indication that they have
internalized the family atmosphere. Differences in siblings’
personalities are a result of their position and competition in the
family constellation and of their individual perceptions.

Gilmore and Gilmore (1982) said that nurturing children so that
they develop into responsible and self-confident adults takes many
years. From the time children are infants, parents are their most
important and most influential teachers. According to numerous
researchers, parents lay the educational foundations of children’s
lives even before the youngsters enter school (White, 1975).
Gilmore and Gilmore developed the following precepts for raising
productive children:

Provide them from an early age with a warmly affectionate and

accepting environment. Stimulate their curiosity about the

world around them. Foster their acquisition of basic learning
skills in every way possible. Maintain high expectations for
their future development and achievement. Finally, give them
lifelong reinforcement, praise, and encouragement. The result?

Children, and later adults, equipped to cope with the demands

of school and society. (p. 12)

Researchers generally agree that children’s early education and

training is very important. Youngsters’ views of the world and

especially of school develop from the grounding they are given at

25

home. It is parents’ values and outlooks on life and the world that

are instilled in their children.

Earants’ Personality Structure

Clark (1983) defined "personality structure" as (a) the set of
identities and perspectives held by an individual about each of the
roles played in everyday life and (b) the individual’s predisposi-
tions for behavior orientations that are based on these perceptions
(p. 115). Parents’ personalities are derived from what they experi-
enced in their own childhood homes. According to Clark:

Parents who were successful in their own life described their
early home relationship with their own parents as being
characterized by clearly defined role boundaries and
asymmetrical status relationships. These elders seemed to
possess, and to pass on, a keen appreciation of the need for
children to obtain an "education" and to strive for educational
success and economic self-sufficiency. (pp. 112-113)

He continued:

Parents’ past and current experiences in the home and their
past and current position in the marketplace are the primary
determiners of their current psychological orientations (or
disorientations). Whatever decisions parents make about what
to do with their children in the home environment are
influenced by the parents’ own mental health and emotional
well-being at the time the decisions were made.

The high-achieving students’ parents were further
distinguished by their hopeful, forthright sensibilities about
themselves and their children. Specifically, they possessed a
belief in their own ability to see to it somehow that their
children’s needs would be provided for, a strong sense of goal
direction and a hope and belief that things would get better, a
penchant for managing their time and material resources
prudently, a strong sense of self-reliance and independence,
deep self-pride and personal integrity, a sense of the salience
of the needs of children, a belief that familism or solidarity
with other adult kin and friends is essential, and a demeanor
of organized, rational seriousness about their life conditions.
Although life in society had handed these parents a series of
psychological and emotional bumps and bruises, they had

26

basically managed with the support and encouragement of kin and
friends to maintain a sense of emotional calm and rationality.
(pp. 115-116)

In her study Traits of a Healthy Family, Curran (1983) noted

 

that "insecure and doubting parents are not likely to instill
attitudes of self-worth in their children. In good families,
parents feel good about themselves. If they don’t, they recognize
their problems and do something about them" (pp. 63-64). She
further asserted that:

There is a direct linkage between a person’s sense of

competence and contribution and his or her expectations of

others. ‘ Competent parents by their very modeling expect
children to be competent. This expectation fuels a desire on

the part of children to be responsible. It’s a little like a

ping-pong game in which the ball bounces from parent to child--

from expectation to fulfillment, from challenge to
responsibility, from accomplishment to pride, from immaturity
to maturity. All the while the young person is developing and
becoming more independent, preparing for that time when he or
she can ‘leave the umbrella of parental responsibility and

strike out as a responsible adult. (p. 172)

Dobson (1992) observed that parents’ own feelings of
inferiority often make it difficult for them to accept gross
imperfections in their children. Their "damaged" child symbolizes
their own personal inadequacies and failures. Thus, it takes a very
mature parent to say of an unattractive child, or one who is clearly
deficient in mentality, "Not only do I love you, little one, but I
recognize your immeasurable worth as a human being."

In a series of studies, Crandell, Dewey, Katkousky, and Preston
(1964) and Katkousky, Preston, and Crandell (1964a, 1964b) examined
the relationship of parents’ attitudes concerning their own

achievement to the achievement behavior of their children. The

27

researchers found that the intellectual-achievement values that
parents held for themselves were similar to those they held for
their' children. In addition, there was a relationship between
parents’ intellectual expectations and their participation in
intellectual activities with the children.

Clausen (1966), Coopersmith (1967), Westley and Epstein (1969),
Rosenberg (1965), and Lewis, Beavers, Gossett, and Phillips (1976)
identified the following factors as typically present in highly
productive families:

1. There usually is a stable marriage in which the parents are
mutually supportive of each other.

2. Maturity, good emotional health, and responsibility charac-
terize both marriage partners.

3. Both spouses agree on basic values, ethical principles, and
family goals.

4. The family is closely knit; communication is warm and spon-
taneous.

Thus, according to a number of researchers, in highly
productive families the parents are mature, have good emotional
health, and are responsible. The way parents see themselves
influences the type of environment in which their children will be
raised. The parents’ own upbringing has a significant effect on the

environment of their home.

Th me Environment
Hollingshead (1949) stressed the influential role the home

environment plays in shaping youngsters’ behavior. He wrote:

28

The home an adolescent comes from conditions in a very definite
manner the way he behaves in his relations with the school, the
church, the job, recreation, his peers, and his family. . . .

Essential aspects of the class culture which characterizes
the family’ are 'transferred through the subtle processes of
informal learning from the parents to the child. What the
child learns in the home is carried out into the neighborhood,
and the child is not aware of the connection between home
influence and what he does. In this way, family background
goes along with the child wherever he goes, and what he has
learned in the home acts as a powerful influence on his
behavior in non-family social situations. . . .

First, children’s behavior patterns are established
primarily by their early experiences in the family and
secondarily in the neighborhood; and, second, similar experi-
ences in family and neighborhood mold children into similar
social types because their learning in both areas tends to be
strongly associated with class. Unconsciously, he is being
molded into personality that is simultaneously a creature of
his experiences and a creator of new situations in which he
will act as a molder of conduct. (pp. 439-453).

Lauro F. Cavazos (cited in Brinley, 1990), United States
Secretary of Education, said that if parents want their children to
love learning and to thrive in school, the home environment should
be a learning environment. In the same article, Edward Zigler, a
Yale University professor, was quoted as saying that:

Education is not really about education. It’s about human

development. What happens in a child’s total life influences

what happens in school. Parents, not schools, remain the most
important educators of children. [They must] create a sense of

learning within the home itself. (p. 86)

Concerning the influence of the home environment, Clark (1983)
asserted that "a family’s ability to provide a home environment that
prepares its children for future success, including success in
school, develops out of past experiences with cultural tasks and
social rewards" (p. x). In large measure, researchers have made it

clear that students’ family life plays a significant and perhaps

29

overwhelming role in preparing them to function effectively in
settings outside the home.

Based on an extensive review of the literature, Hess (1969)
compiled a list of parental behaviors that have been found to be
related to children’s intellectual development and academic
achievement. These behaviors can be considered characteristics of
the home environment. Hess’s list of parental behaviors is as
' follows:

A. Intellectual Relationship

Demand for high achievement

Maximum of verbal interaction

Engagement with and attentiveness to the child

Maternal teaching behavior
Diffuse intellectual stimulation

01-5me

8. Affective Relationship

1. Warm affective relationship with child
2. Feelings of high regard for child and self

C. Interaction Patterns

1. Pressure for independence and self-reliance

2. Clarity and severity of disciplinary rules; this can
be interpreted as a setting of high standards and
enforcement of rules, rather than severity, which
may imply hostility or rejection

3. Use of conceptual rather than arbitrary regulatory
strategies. (pp. 187-188)

Werner, Bierman, and French (1971) conducted a 'longitudinal
study on the relationship or perinatal complications, socioeconomic
status, educational stimulation, and emotional support to the
achievement problems, learning problems, and emotional difficulties
of children. Socioeconomic status, educational stimulation, and

emotional support were significantly related to school achievement

30

and learning problems (IQ, perceptual, and language problems) at 10
years of age; the strongest relationship was with educational
stimulation. Emotional problems were most strongly related to lack
of emotional support. Children’s learning, achievement, and
emotional problems were more strongly related to family environment
than to socioeconomic status.

2 Werner et al. (1971) also found that "ten times more children
had problems attributed to the effects of a poor environment than to
the effects of serious perinatal stress" (p. 193). Relations
between perinatal stress and the child’s competence decreased with
age, but relations to environmental factors and competence increased
with age. At 20 months of age, only a 4-point difference in IQ was
found between children from the least and most favored environments,
but at 10 years of age a 20-point difference was found between
children who received the least and most educational stimulation in
the home.

Baumrind (1967) stressed the importance of the modeling aspect
of the environment. Children will follow the example of adults who
subordinate their impulses enough to conform to social regulations
and who are charitable and generous. Conversely, adults who are
self-indulgent and lacking in charity will have that example
modeled, even if they preach generous, cooperative behavior.
Mischel and Liebert (1966) and Rosenhan, Frederick, and Burrowes
(1968) suggested that adult models who behave self-indulgently

produce similar behavior in children and that such modeling has a

31

more extensive effect than directly rewarding self-indulgent
behavior. Further, when adults preach unfriendly or uncooperative
behavior but behave in such a way that the child perceives socially
responsible behavior to have great consequence (Bandura, Ross, &
Ross, 1963), the model will be most effective in inducing
responsible behavior. Parents who are fair and who use reason to
legitimate their directives are more potent models and reinforcing
agents than parents who do not encourage independence or verbal
exchange.

Fraser (1959) studied more than 400 school children between the
ages of 12 and 13 in Aberdeen, Scotland. The inquiry began in 1949.
Information that was available about the children included the
results of two intelligence tests and one English-attainment test.
The home environment of each child in the sample was assessed during
a personal visit to his or her home. Four aspects of home
environment (cultural, material or economic, motivational, and
emotional) were distinguished, and an attempt was made to gather
information regarding all four aspects for each child. In total, 11
characteristics of the home environment were studied, namely,
parents’ education and parents’ and children’s reading habits
(cultural); income, father’s occupation, family size, and living
space (material); parents’ attitudes toward the education and future
employment of the child and parental encouragement (motivational);
and abnormal home background, general impression of the home

background, and mother out at work (emotional).

32

Fraser’s (1959) purpose in conducting the study was to
determine to what extent children’s progress in school was related
to factors in the home environment, and to compare this relationship
with that existing between the home environment and intelligence.
The results indicated that factors in the home environment were more
closely correlated with school progress than with intelligence; the
difference between these correlations was highly significant.

Wolf (1964) said that what parents actually do in the home is
one of the subenvironments presumed to influence general
intelligence and academic achievement. He claimed that "the home
produces the first, and most insistent, influences on the
development of these outcomes" (p. 9). The results of several
studies of home influences (Bing, 1963; Dave, 1963; Freeberg &
Payne, 1965; Kagan & Moss, 1962; Milner, 1951; Sontag & Kagan, 1963;
Wolf} 1964) were fairly consistent. Children of superior
intellectual ability were found to come from homes where parental
interest in their intellectual development was evidenced by pressure
to succeed and assistance in doing 50, particularly in the
development of children’s verbal skills.

In Ipe_§hallenqe of Parenthood, Dreikurs (1958) wrote that, "in
rearing their children, most people follow the example of their own
parents. . . . If we are to have better children, the parents must
become better educators" (pp. 16, 17). Dreikurs defined the
atmosphere of the family in relation to maintaining order as

follows:

33

Every community has its customs and usages. And every family

is a community in itself. If wrangling and contention,

disorder and slovenliness, suspicion and self-interest are
allowed to set the tone of the home, the child will adopt these
practices. and attitudes, TH) matter how favorable this
disposition and hereditary background may be. For this reason
the results of education depend largely on the atmosphere of
the family. If the rules of conduct prevailing in the home do
not accord with those stipulated by society in general, the
child will be faultily prepared for the problems that he will
encounter at school, in his profession or job, in his sex
relationship, and in his social contacts.

The parents’ example is of greatest importance. The
better the atmosphere of the home, the more likely it is that

the child’s development will be gratifying. (p. 56)

Dinkmeyer and McKay (1973) believed that heredity determines
the rate at which an individual develops, as well as one’s basic
assets and liabilities. Environmental factors that are
consequential to the child’s growth include the family atmosphere,
parent-child relationships, the family constellation, relationships
among siblings, and the method of child training. The factor over
which parents have most control is the method of child training.
Dinkmeyer and McKay pointed out that, in raising children to be
successful, it is essential to recognize the active role children
play in their own development. Youngsters decide how to use their
potentialities and environment. They have the creative capacity to
develop their own meaning of events and to act according to their
perceptions.

Gilmore and Gilmore (1982) studied productive students at
Massachusetts Institute of Technology. They defined productive
people as individuals who, through some expression of themselves,

contribute to those around them (Gilmore, 1978). From their survey

34

of the psychological and educational literature in the fields of
academic achievement, scientific and artistic creativity, and
leadership, as well as from their own research, Gilmore and Gilmore
concluded that "all outstanding students, scholars, scientists,
artists, and leaders have as their common distinguishing trait a
desire to contribute to the welfare of society" (pp. 7-8).

Gilmore and Gilmore (1982) found that a common trait of
productive individuals is self-esteem. They wrote:

Self-esteem is the foundation of productive personality devel-

opment. It is fragile, easily destroyed, and in need of

constant renewal. Throughout your children’s lives, and espe-
cially' during their .years at home, your aim should be to
communicate constant affection and support to them. The means
are utterly simple: a smile, a loving spoken or written word,

and a hug. (p. 46)

For 25 years, Gilmore and Gilmore (1982) observed and studied
children’s personalities, social characteristics, and coping skills,
as well as a great variety of family backgrounds and parent-child
interactions that produced different outcomes in children’s lives.
They concluded that productive families have the basic strengths and
general traits of good emotional health, strong nmrriages, shared
values, warmth of communication, affectionate and supportive
relations with their children, and aspirations toward high future
goals. Single parents who are forced to rear their families alone
can provide their youngsters with a similar home environment.

A Gilmore and Gilmore (1982) found that, in productive families,
there was evidence of a- steadfast parental commitment to the

children’s intellectual and educational development. They listed

the following practices of productive families:

35

l. The parents devoted considerable time to their children’s
informal preschool education, thus giving them the basis of
the learning skills that are necessary for high performance
in school.

2. Both mothers and fathers, no matter how busy, follow their
children’s daily school progress with keen interest and
support. The fathers keep in constant touch, sometimes by
phone or letter.

3. The parents are attentive to homework needs. They are
willing, when asked, to lend a hand with assignments,
although they do not do the children’s work for them.

4. They keep in touch with their children’s teachers,
especially in the early grades.

5. They' are quietly alert to the presence of any school-
related problems which may call for special parental
intervention.

6. They faithfully attend extracurricular school functions in
which their youngsters are involved.

7. They do not overemphasize social life either for their
children or for themselves. (pp. 28-29)

According to Gilmore and Gilmore (I982), successful parents
are, above all, empathetic persons. They care about and are quick
to respond to their children’s feelings. The improvement in
children’s academic and other accomplishments depends on parents’
values and goals for their young children. "Children’s achievement
will be no higher than their parents’ dreams for them. Being
productive means giving one’s skills, time, and energy to the

welfare of others" (p. 210).

Characteristics of Successful Families
In this section, the family characteristics that various

writers have Viewed as important to students’ success in school are

36

discussed. Musgrove (1966) described a "good home" as being a small
family in which the parents are ambitious for their children. The
father is at least a skilled manual worker, and if it is a working-
class home, the mother preferably has "married down" (p. 72).

Kent and Davis (1957) were concerned with the characteristics
of an effective home. As a result of their research, they concluded
that:

"Normal" parents were tolerant, patient, but firm, making

reasonable demands on the child, realistically related to his

abilities, interests and needs. The unconcerned [parents] were
indifferent to the child’s progress, without ambition for his
success, content if he kept out of trouble and made few demands
upon them. But the effective home was the "demanding" home:
the parents set high standards from an early age; they were
ambitious for their child; they "reward infrequently and
without. generosity"; approval and affection are conditional
upon achievement. But within the general framework of high
demands and expectations the child is free to learn, and good

opportunities are afforded for him to do so. (p. 30)

According to Hess and Handel (1959), the successful family has
relatively high ambitions for the children. The family’s role is to
teach children the importance and meaning of moral standards and to
instill repression of selfish and other antisocial impulses. In the
family itself, the maternal influence should be dominant, extending
to the husband as well as to the children. The role of parent is
largely one of transmitting moral expectations and administering
punishment for waywardness.

Lewis (cited in Bell & Bell, 1982) formulated a list of
characteristics that differentiate "optimal" from "adequate"
families within a normal population. According to the author,

optimal families have the following characteristics:

37

I. An affiliative attitude about human encounters. There is
an expectation that human encounters are apt to be caring;

this expectation encourages reaching out to others.

2. Respect for subjective views. Family members feel free to

be open and honest about agreements and disagreements.
They do not speak for each other. The respect for subjec-
tive views is not grounded in a high level of agreement
between family members about important values, but rather
in the respect for individual differences.

3. A belief in complex motivations. This is inferred from the
families’ approach to problems, a willingness to explore
numerous options.

4. High levels of initiative. Healthier families demonstrate
more constructive reaching out, are more active in their
response to their environment;

5. Flexible structures. Whereas dysfunctional families are
chaotic, midrange or adequate families tend to have rigid
structures; and optimal families, flexible structures.

Healthy families exhibit egalitarian marriages and strong
parental coalitions.

6. Separateness with cloaeness. Family members have clear ego
boundaries and a respect for individual autonomy, and at

the same time, perhaps as a result of this mutual respect,
a high level of demonstrated closeness to each other.

7. Family mythology congruent with reality. 'The family per-
ceives itself much as it is seen by competent observers.

8. Open exoression of feelings. Healthy families are more
Open in the expression of feelings. The prevailing mood is
one of warmth, affection, and caring, and there is a well-
developed capacity for empathy. (pp. 519-527)

Home experiences play an important role in preparing students
for school learning (Clark, 1983). Clark said that whenever
children develop high levels of linguistic competence, the parents
have usually contributed to this achievement by guiding them in the
home through academically enhancing activities. Although no

nationwide study has centered on the role of American parents in

children’s school performance, there is substantial evidence that

38

children’s chances of success throughout their educational careers
are significantly decreased by a neutral or nonsupportive family
context (Clark, 1983, pp. 4-5).

Clark (1983) also discussed family norms, rules, and expecta-
tions. He said that children’s compliance with their parents’
requests was the result of parental exercise of "legitimate power"--
the influence parents attain through children’s acceptance of their
parents as legitimate authority figures who should be obeyed. Such
parents use their influence to outline clearly the family rules,
norms, and expectations that govern the child’s home and school
behavior.

In a comparative study of high and low achievers, Drews and
Teahan (1957) found that mothers of white high achievers were more
authoritarian and restrictive with their children than were mothers
of low achievers. Torsten and Husen (1963) conducted a study of
Swedish families, in which they documented a significant
relationship between mothers’ child-rearing ideologies and
children’s school behavior. They said that children from homes with
a consistent and established habit pattern received "better" ratings
from their teachers with regard to their school behavior. Children
from homes where parents had difficulties in establishing or
maintaining a regular habit pattern received "worse" ratings.

Clark (1983) analyzed the life styles of high achievers’
families. He found that it did not matter whether the family unit

consisted of one or two parents; of greater importance were specific

39

psychosocial orientations and home activity patterns. The
interpersonal-communication patterns in these homes tended to be
marked by frequent parent-child dialogue, strong parental
encouragement in academic pursuits, clear and consistent limits set
for the youngsters, warm and nurturing interactions, and consistent
monitoring of how children used their time.

According to Clark (1983), parents of high achievers had taken
the responsibility for' guiding, nurturing, and protecting their
children during the pursuit of competent adult behavior. Parents
were bringing up their children as they themselves had been raised,
in accord with their perception of the degree of community support
and/or danger to themselves or their progeny. Communication took
place within a parent-child bond that was marked by clear standards
for "appropriate" and "inappropriate" behaviors during specific
events, established rules and norms for achievement, parental
monitoring of organized and routinized learning activities, the
search for knowledge from highly interactive social encounters, and
adult provision of corrective feedback and sanctions to reinforce
the relationship that had been successful in producing bright,
capable, and well-adjusted children.

Clark (1983) also said that parents of high achievers had been
instrumental in shaping their youngsters’ personalities by actively
catering to the children’s need for emotional support, approval,
reassurance, and other psychological resources. Parents had created
a happy and emotionally supportive environment by engaging family

Imembers in home activities that produced laughter and gaiety. They

40

had spoken supportively of their children as capable, competent, and
basically healthy in inind, body, and spirit. Parents and
significant others had been available during most major crisis
periods during their children’s lives. The achievers complied with
family norms and standards but retained the right to have a mind of
their own (Clark, 1983).

Clark (1983) found that parents of high achievers held strong
positive feelings about the necessity of schooling for their
children. The parents’ viewpoints concerning education were
dominated by four fundamental dispositions. The first was the
mother’s apparent willingness and desire to put her children’s
growth and development needs before her own.

A second disposition was the parents’ perception of their own
responsibility for helping children gain a general fund of kmowl-
edge. These parents did not believe the school should provide all
or even most of their children’s academic training and support.
They defined their purpose as actively working--alongside school
efforts, when possible--to strengthen their children’s talents.
These parents frequently were involved with their children in many
activities that required communication through reading, writing, and
speaking.

A third disposition was parents’ perception that their children
were personally responsible for pursuing knowledge routinely. They
firmly believed that, in order to learn, their children must attend

classes, be careful listeners and evaluators, and actively

41

participate. The high achievers’ school behavior was shaped by a
clear, long-standing family code about the personal and professional
worth of learning and a fundamental sense of duty about complying
with classroom and family norms.

A fourth disposition was parents’ expectation that their
children would participate in some form of secondary training.
Largely because of their parents’ teaching activities and attitudes
toward schooling, high achievers had developed a school-success and
self-improvement orientation. Parents often served as models and
advisors in“: encouraged responsible risk-taking behavior (Clark,
1983).

Clark (1983) also discussed parental control and standards for
parent-child relationships and home activities. 'The parents of
high-achieving children early on asserted their "legitimate right"
to set house rules, demonstrated their ability to delegate role
responsibilities for each child, and consistently supervised and
monitored their children in the performance of these activities.
High-achieving students had a routine daily and weekly schedule that
included certain before-school activities, after-school activities,
evening activities, and weekend activities. The parents structured
the youngsters’ schedules from the time their children were very
young.

The parents of high-achieving students in Clark’s (1983) study
knew that their children spent a great deal of time at home but that
a larger proportion of the children’s time would be spent in social

settings outside the home as the youngsters matured. These parents

42

carefully set rules defining "socially acceptable" out-of—home
environments and activities for their children, based CHI their own
perceptions of the quality of the environment and the children’s
level of development or maturation. Again, the parents determined
the rules for and time spent on activities outside the home. The
main reason parents could restrict their children in this way was
that these parents showered their children with verbal and physical
signs of affection, praised their personal worth to the family, and
provided liberal emotional support.

Baumrind (1972), McClelland (1953), and Clark (1983) found that
parents of competent American students may use similar management
styles, regardless of family ethnicity or social class. Baumrind
also concluded that high parental support and high control, when
that control was internalized, based on reasoning, and accompanied
by the child’s sense of power, resulted in academic achievement.

In her search for the traits of a healthy family, Curran (1983)
attempted to answer the following questions: What strengths, or
traits of health, do professionals agree are found in healthy
families? On what family traits do professionals disagree? Does
the family get different messages about good family living from
different institutions in their lives? As a result of her research,
Curran came up with 15 traits commonly perceived to exist in healthy
families by professionals who work with families. The traits are
listed below, according to frequency of mention.

Iyait 1: The healthy family communicates and listens. The

family exhibits an unusual relationship between the parents, has

43

control over television, listens and responds, recognizes nonverbal
messages, encourages individual feelings and independent thinking,
recognizes turn-off words and put-down phrases, and interrupts but
equally develops a pattern of reconciliation.

Iyait,2: The healthy family affirm§_and suoports one another.
A person’s self-concept usually evolves throughout his or her
lifetime. The value of a supportive family during this evolutionary
process is inestimable. 'h) support the other family members and
build their self-esteem, parents must have good self-esteem
themselves. Everyone is expected to affirm and support other
members of the family, realizing that support does not mean
pressure. The family’s basic mood is positive, and the family
supports its institutions.

Iyait. 3: The healthy family teaches respect for others.
Respect for others begins within the home, where family members
respect each other’s individual differences, know that self-respect
means just that--respect for self, accord respect to all groups and
not just specifically approved ones, and respect individual
decisions and the property of others.

Iyait 4: The healthy family develoos arsense of trust. In a
healthy family, the husband and wife trust each other deeply, the
children are gradually given more opportunity to earn trust, family
members do not play the trust-trap game in which the decisions being
made have very little to do with trust, the family does not break

trust for the amusement of others, the family realizes that broken

44

trust can be mended, and parents as well as children are
trustworthy.

Irait 5: The healthy family has_a sense of play and humor.
The hallmarks of families that have developed a strong sense of
family in which rituals and traditions abound are as follows:

1. The family reassures its legends and characters.

2. The family has a person and/or place that serves as locus.

3. The family makes a conscious effort to gather as a people.

4. The family views itself as a link between the past and the

future.
5. The family honors its elders and welcomes its babies.
6. The family cherishes its traditions and rituals.

Trait 9: The healthy family has a balance of interaction among

members. One of the characteristics of a healthy family is that

 

individuals spend time getting to know, appreciate, and love one
another. The family does not allow work and other activities to
infringe routinely on family time, and the family actively
discourages the formation of coalitions and cliques within the
family.

Ir_ait 10: The healthy fimily hm flared religious core.
Faith in God is the foundation of daily family life, a religious
core strengthens the family support system, and parents feel a
strong responsibility for passing on the faith, but they do so in
positive and meaningful ways.

bit 11: The healthy family resoects the primacy of one

apathy; The family looks forward to the teenage and separating

45

years; moves from a base of parental rules to one of mutually
negotiated rules; does not dole out respect according to age,
gender, or any other criterion; respects fads, friends, confidences,
room privacy, and time to be alone; and lets go.

lyait 12: The healthy family values service to others. The
family' is basically' empathetic and altruistic, serves others in
concrete ways, seeks to simplify its life style, is generously
hospitable, and keeps its volunteerism under control.

I_r_ait 13: The healthy family values table time and conver-
Simon-

Iyait 14: The healthy family shares leisure time. The family
that shares leisure-time activities keeps its collective leisure
time in balance, prioritizes its activities, finds opportunities to
spend time alone with individual members, controls television use,
and plans how to use its time.

Iyait 15: The healthy family admits to and seeks help with
problems. The family expects problems to arise, considers them to
be a normal part of family life, and develops techniques to solve
them.

Rosen and D’Andrade (1959) found that parents of boys with high
achievement-motivation scores maintained high standards for their
sons and were more competitive, more interested, and more involved
during their sons’ performance than parents of boys without high
achievement-motivation scores. These boys’ mothers were likely to
reward their sons with warmth and approval but showed some tendency

to punish with hostility and rejection. The authors concluded that

46

it was the factor of involvement that most clearly set the mothers
of high-achieving boys apart from the mothers of low-achieving boys.
Rosen and D’Andrade also found that high levels of active parental
involvement in their children’s lives provided the basis for
achievement motivation, performance on intelligence tests, and
intellectual-achievement behaviors evidenced in free play.

Parents must try to teach and guide children socially, as well
as academically. If youngsters cannot succeed socially, they will
have difficulty achieving their goals. Baumrind (1967) compiled the
following list of adult practices and attitudes that facilitate the
development of socially responsible and‘ independent behavior in
children:

1. Modeling by the adult of behavior which is both socially
responsible and self-assertive, especially if the adult is
seen as powerful by the child and as eager to use the
material and interpersonal resources over' which he has
control on the child’s behalf.

2. Firm enforcement policies in which the adult makes
effective use of reinforcement principles in order to
reward socially responsible behavior and to punish deviant
behavior, but in which demands are accompanied by
explanations, and sanctions are accompanied by reasons
consistent with a set of principles followed in practice as
well as preached by the parent.

3. Nonrejecting but not overprotective or' passive-acceptant
parental attitudes in which the parent’s interest in the
child is abiding and, in the preschool years, intense; and
where approval is conditional upon the child’s behavior.

4. High demands for achievement and for conformity with
parental policy, accompanied by receptivity to the child’s
rational demands and willingness to offer the child wide
latitude for independent judgement.

5. Providing the child with a complex and stimulating
environment offering challenge and excitement as well as

47
security and rest, where divergent as well as convergent
thinking is encouraged. (pp. 222-223)

Evans and Anderson (1973) looked at achievement and achievement
motivation from the perspective of three components of their
achievement syndrome. The first is achievement motivation, a
psychological factor that provides an individual with the impetus to
excel and to attempt to meet standards of excellence. Evans and
Anderson said that achievement motivation results from two types of
family socialization practices: achievement training and independ-
ence training. Achievement training involves parents setting high
goals for their children and communicating to them that they expect
evidence of high achievement. Independence training involves
parents encouraging self-reliance by granting their children enough
autonomy to make their own decisions and to accept responsibility
for success or failure.

Achievement value orientations, the second component of the
achievement syndrome, include three sets of values: activistic-
passivistic orientation, individualistic-collectivistic orientation,
and present-future orientation. Value orientations result from
complex verbal communication that occurs in the cultural setting of
the home. Educational and vocational aspirations, the third
component of the achievement syndrome, are also decisively shaped by
the family structure (Kahl, 1953).

Another factor that affects achievement motivation is the
child’s self-concept. Coopersmith (1967) found that youngsters who

had high self-esteem set higher standards for themselves and came

48

closer to achieving these standards than did youngsters with low
self-esteem. Coopersmith also found that self-esteem was highly
related to the type of' discipline or control exercised by the
parents. .

The attitudes of parents who believed in the value of their
children’s "getting ahead" were explored in a study conducted by
Cohen (1965), in which he compared two groups of students. One
group included students from upwardly mobile parent groups; the
second comprised students from nonmobile parent groups. Cohen
predicted that parents of mobile sons would exhibit more frequently
than parents of nonmobile sons the following types of behavior:

I. Deliberate encouragement of going to college from an early
point in the boy’s life and active pushing toward this goal.

2. Concern with school performance.

3. Aspiration for a middle-class job for their son.

Cohen concluded that the ambition and behavior of parents greatly
influenced children’s setting goals and achieving at school.

In a study of Protestant high school boys in Seattle,
Washington, Finne (1953) compared boys who had a positive attitude
toward doing well in school with boys who had a relatively negative
attitude toward doing well in school. Only among working-class boys
was a positive attitude toward doing well in school correlated with
a tendency to discuss personal matters with their parents and to
choose parents rather than friends when there was a conflict between

the two.

49

Stinnett, Sanders, and DeFrain (1981) conducted a study of 193
families from 25 states to discover family characteristics
underlying the well-being of the family and the success of the
child. They also gathered information on the strength of families
from daily and weekly newspapers across the United States. The
sample included representatives from all regions of the country and
from both rural and urban areas. The majority of respondents were
white, middle-class Protestants; most of them said they were
religious or very religious. The couples had been married an
average of 19.4 years, had an average of three children, and had an
average annual income of $25,000; 65.7% of the husbands and 48.6% of
the wives had a college degree. The five characteristics of family
strength that emerged most often were love, religion, respect,
communication, and individualityu Other family strengths included
doing things together, consideration, commitment, good parent image,
and sharing.

Rich (1988) enumerated the skills children need 'hi order to
succeed in school. He termed these skills megaskills and explained
how parents can help their children develop these skills. The ten
megaskills Rich listed are discussed below:

Mggaskill 1: Confidence. The goal is to help children develop
a sense of self-respect and respect for others, which is the basis
of real confidence. Every child needs experiences that convey the
message, "I can do it." It is parents’ responsibility to find ways

to meet this need. When children try, they build confidence.

50

M_eqaskill 2: Motivation. Parents are like coaches on the
sports field--encouraging, urging, and sometimes pushing. Parents
need to remain alert to what motivates children because what works
at age 5 might not work at age 10 or 15.

Magaakill 3: Effort. Children need parents who think homework
is important, who let the youngsters know this, and who provide
discipline that children can follow and that is enforceable.

Magaskill 4: Resoonsibility. Children become responsible
through an accumulation of experiences. Family discussions about
truth, taking care of property, and thinking about choices are
intangible abstractions. Some of these abstractions involve helping
children do for themselves, helping children do for the family, and
helping children think responsibly about choices and values.

flagaskill 5: Initiative. Children must be willing to try, and
parents must be willing to give their children opportunities to try.

Mggaskill 6: Perseverance. Children must learn the habit of
following through and finishing. Parents must instill in their
children’s minds that some goals will take longer to accomplish than
others and that the youngsters must keep working at them.

Mggaskill 7: Caring. Children must care about others. Par-
ents can teach caring in ways that are meaningful.

Megagill 8: Tea_mwork. Children must learn the ability to
work with others, as part of a team, cooperating to achieve a common
purpose. .Activities at home, even chores, can help develop
teamwork. They provide a sense of getting things done, and they

help children feel more needed and more important in the life of the

51

familyu Jobs today depend more than ever on people-to-people
skills. Teamwork at home Will help children develop these skills.

Megaskill 9: Comon sense. Gaining common sense is a long-
term process. Common sense is not inherited but must be developed
through experience and practice. Parents must try to give their
children opportunities to make decisions and avoid hasty
conclusions.

Mggaskill 10: Problem solving. Children are not born problem
solvers. Problem solving requires thinking. A thoughtful home is
one in which children get the practice they need in asking thought-
provoking questions and in arriving at "thought-full" answers.

In summary; writers have shown that families of successful
students are strong, have sound moral and ethical values, and stick
together. The literature reviewed in the next section indicates

that these families also are actively involved in school activities.

Parental Involvement in Children’s Education

Brinley (1990) pointed out that, although being involved in a
child’s education can be time consuming for parents, home-school
partnerships are crucial to school success. Parents need to devote
time and energy to schools, and schools need to open their doors to
parents. "The bottom line," said Izona Warner, parent-involvement
consultant to the Indianapolis, Indiana, schools, "is that attitudes
toward school are formed through the interest and motivation chil-

dren get from home" (Brinley, 1990, p. 93).

52

In this regard, Clark (1983) said that parents of high
achievers hold strong positive attitudes about the necessity of
schooling for their children. These parents do not believe the
school should provide all or even most of the academic training and
support for the child. Rather, these parents define their purpose
as actively working--in conjunction with school efforts, when
possible--to strengthen their children’s talents.

Working with the schools, parents make sure that their children
do their homework and study regularly at home. Family dialogues
frequently are used as occasions to stress to students that
schooling is important. Education is regarded as a key avenue to
economic advancement, as well has having its own intrinsic value.

Thus, according to the literature, parents of successful
students have taken the time to be involved with the schools and to
devote time and effort to helping school personnel accomplish their
goals. Education is important to these parents, and they convey

this attitude to their children.

Chapter Summary
To gain a better understanding of the influence of the family
on children’s success in school, major studies focused on this topic
were reviewed in this chapter. The literature pertaining to family
and school is of primarily two types. First, researchers have
focused on the family’s sociodemographic characteristics, including
intactness, size, occupation, income, education, and so on. Many of

these studies have been criticized because the researchers explored

53

family background and characteristics without taking a close look at
the dynamics of the family and interactions among family members or
exploring the internal dynamics of family life. Second, a number of
writers have analyzed family processes and culture, without refer-
ring directly to the achievement or success of offspring.

Clark (1983) argued that it is not the structure or personnel
of a family, but the quality of family life and how family members
interact, that is related to children’s success or failure in
school. Pursuing Clark’s argument could open up entirely new areas
of' questioning. Questions could be asked about how successful
students define their families in terms of roles, norms, values, and
interactions. A better understanding could be sought of how family
members react to and interact with the people and groups comprising
the school. Such avenues of inquiry could lead to a better under-
standing of how family members themselves experienced schooling and
whether such experiences influenced the children to be successful.
The present research was undertaken in an attempt to explore some of
these topics and may form the basis for further, more extensive
investigations into family dynamics and their influence on chil-

dren’s academic success.

CHAPTER III

METHODOLOGY

Introduction
The methods and procedures used in carrying out the study are
presented in this chapter. Included are a discussion of the study
design, the research questions, selection of the population, setting
for the study, research methodology, procedures followed in conduct-

ing the study, and data-analysis procedures.

The Study Design

This descriptive, qualitative study is similar in its
conception to Okey’s (1990) study, "The Family Perspective on the
Individual’s Decision to Drop Out of High School," and to Clark’s
(1983) study, "Family Life and School Achievement." In both of
these studies, the individual family members were treated as
interacting persons. Each family member occupied a position within
the family in which roles were assigned, and each individual saw the
norms or role expectations for his or her attitudes and behavior as
being held individually or collectively by other family members
(Clark, 1983, p. 16).

Even though it is difficult to make generalizations from a
study of a small number of families, characteristics of these family

organizations can be discovered and the social processes in these

54

55

homes described. From this analysis (Hi selected families,
generalizations might be made about the behavior patterns that are
prevalent in the families of successful students.

Bott (1957) discussed the problems inherent in conducting an
intensive exploratory field study with a few families. He wrote:

The difficulties in applying this method to the study of

families seem to lie 'hi conventional selection (H’ units of

study. When familial affairs are concerned, the unit that
springs to mind is the total society. It must be the family,
not some families. We should therefore like to make it clear
that we are discussing only some families, not all families or

the family. (p. 10)

The families selected for this study are examples of ordinary
family units residing in three rural communities. The families’
structures, processes, and interactions with school personnel were
the focus of the analysis. The specific categories of family
structures and processes that guided the collection and
interpretation of data in this study were as follows:

I. Family themnd background. Included in this category
were the students’ names, ages, religious practice, ordinal position
in the family, and group affiliation; a description of the family’s
residence; a physical description of parents and student; and the
educational background and social history of the student’s parents
and grandparents. This category pertained to what the family was
"about."

2. Early child-rearing and familial opactices. Included in

this category were meaningful events that took place during the

student’s formative years, early training and value orientation, and

56

socialization to norms. Items in this. category concerned the
student’s experiences during the formative elementary school years.

3. Family experiences. Included in this category were inter-
actions among all family members; rules of the house (role expecta-
tions); power relations; child-rearing practices, for example,
methods of discipline and control, duties, and responsibilities;
division of labor; and parents’ and students’ approach to time and
space. This category centered on interactions within the home--that
is, those that do not pertain to school.

4. Education 'Hi the family--past. present, and future.
Included in this category were family members’ educational
orientations; educational aids; parents’ and students’ academic
values; students’ goals and aspirations and approach to homework,
study, and other educational activities; and parents’ educational
aspirations and expectations. This category pertained to the
intellectual climate of the home.

5. School experiences. Included 'hi this category were
parents’ involvement in school activities, such as the Parent—
Teacher Organization, booster clubs, and volunteer work in the
classroom; parents’ and grandparents’ school experiences; parents’
experience with their children’s school; students’ school experi-
ence; and parents’ and students’ perceptions of school. The focus
of this category was the family members’ school experiences and
parents’ involvement in their children’s schooling.

6. Mental health. Included in this category were students’

values and attitudes, general personality characteristics of the

57

student, trust, attitude toward school, and social outlook. In this
category, an attempt was made to capture the dominant personality

traits and psychological orientation of the students.

Research Questions

In addition to the preceding categories of family structures
and processes that were used to guide the collection and
interpretation of data in this study, eight research questions were
posed. The researcher undertook this study in an attempt to
understand the complex interactions that take place between
successful students and their families and between family members
and school personnel, and thereby to understand how these
interactions influence students’ success in school.

This research was inspired by the work of Clark (1983), who
broke fresh ground in the study of school achievement and failure,
and by Okey’s (1990) research on dropouts and family culture. These
researchers’ findings supported the notion that family culture is a
more powerful determinant of school success or failure than are
family demographics. The present researcher investigated the
characteristics of the family culture of students who succeed. The
family culture was studied in connection with the interactions of
the family and the student with school personnel. The researcher
thought that, to understand students’ success in school, it was
necessary to study the situations that had conditioned their

responses.

58

The following questions, which are similar to those Okey (190)
used in his study of dropouts, were used as a guide in gathering
information on successful students and their families. The expected
findings regarding each question are set forth after the question.

I. How do successful students define their families? The
researcher expected that successful students would define their
families from the perspective of being members of those families and
having a relationship with other family members. Further, success-
ful students would see themselves as extensions and representatives
of the family.

2. What is the student’s family background? 'The researcher
expected that successful students’ family backgrounds would include
experiences with school and learning and that their success had been
built on the experience of previous generations.

3. How do successful students’ family members react to and
interact with members of the school community? The researcher
expected to find that the successful students would carry family
Inessages to school and bring school messages home. Family members’
treactions to school were expected to be based on their past experi-
ence and their sense of how school personnel viewed them. The
'Family background and family members’ interactions with school
[Jersonnel were expected to influence how school personnel viewed the
student.

4. What were the school experiences of successful students’
1rfinily Embers? The researcher expected to find that a positive

eXperience with school had continued in these students’ families for

59

several generations. Students were expected to share that same
positive experience.

5. Is there ayrelationship between students’ success in school
fld their family experiences? The researcher expected that the
family’s beliefs, values, structure, and morals were of major
importance to the parents of successful students. Similarly, it was
expected that experiences in the family would determine how the
children reacted to school and to life in general.

6. How do successful students’familymembers view the
importance of education? It was expected that the successful
students’ families would represent or create a culture of acceptance
that would mesh with the culture of the school. These families
would perceive school personnel as the ones who must maintain
control and discipline, and help ensure that students were safe and
that they learned.

7. What meaning does being successful have for the individual?
The researcher expected to find a direct relationship between family
experiences and students’ decision to be successful in school.
Further, it was expected that conditions at home created a climate
conducive to success and a willingness to work to achieve one’s
goals.

8. How does the successful person succeed? The researcher
expected to find that these successful students were leaders, not
followers. It was also expected that these families would have high

goals and expectations for individual family members.

6O

Selection of the Population

Using information provided by school administrators,
counselors, and teachers, as well as his own knowledge of successful
students in the area, the researcher compiled a list of 35 possible
participants for the study. The researcher obtained permission to
review ‘the students’ cumulative school records (CA-6O files) to
check on the accuracy of the information provided by school
personnel. After sending preliminary information on the study to
these 35 students’ families and reviewing the students’ achievement
records, 11 families were selected.

The scope of the study was limited to rural students and their
families. Urban and ininority populations. were excluded for two
reasons. First, the researcher' had no previous experience ‘with
either urban schools or minority populations. Second, the nature of
the qualitative investigation necessitated placing some limits on
the duration and scope of the study.

The unit of study was a two-parent family with at least one
high-achieving child. The socioeconomic status (SES) of the
families ranged from one househohd in which the husband was
currently unemployed to another in which the husband was an
executive at a major company. Family size ranged from one child to
five children.

All siblings from 12 to 22 years of age, who were in sixth
grade through college, were included in the study. The researcher

thought that studying this age range would help in obtaining an

61

accurate picture of the students’ early education and in determining
whether the parents were as interested and involved in the education
of their college students as they were in that of their younger
children. However, the researcher concentrated on the oldest child
in the family. This allowed for optimization of data gathering
because the oldest child iuul the longest tenure 'Hi school.
Moreover, the researcher thought that, if all children were
included, the parents would give more meaningful responses regarding

differences in their children.

Setting for the Study

The study was conducted in communities within a 50-mile radius
of a large metropolitan area in the Midwest. The furniture industry
is the largest source of income in this area. The population and
industrial activity in this region are increasing because many
people consider it desirable to live on this side of the state. The
rural areas are starting to become a thing of the past as housing
projects are being built on what was formerly farm land. Rural
areas are now becoming bedroom communities for executives who work
in urban locales but desire the ambience of country life. Small
IOO-acre dairy and grain farms still abound, but as the city expands
these farmers are being enticed to sell their land to developers.

The recessions of the 19705 and 19805 did not have a powerful
effect on the area. The once-small rural villages and towns are
growing in terms of population and industry. The tax base has

increased, but to attract more industries, the towns have offered

62

such incentives as tax exemptions or delayed tax payments. This
growth has put a strain on the school system and the local
utilities.

The 11 families included in the study lived in small,
predominantly white towns and villages outside the large
metropolitan area. The ethnic composition of the communities was
primarily' Dutch; most people living there *were politically
conservative. The population was very religious, and many
denominations were represented in the community. The area was one
of prosperity, with it future for growth. These communities were
ideal places in which to raise families.

The school systems in which the subjects for the study were
enrolled ranged in size from 1,400 to 2,000 students. The high
schools these students attended ranged in size from 440 to 600.
Students enrolled in these schools were primarily white, middle- to
upper-middle-class youngsters; they were conservative in both dress
and attitude. Parents in the district were. usually supportive of

the schools and passed most millages.

Research Methodology
After much research and initial interviews with several
successful students, the researcher decided to use a taped-interview
format to allow more accurate interpretation of the responses. This
method also allowed the researcher to listen more carefully, be more
attentive, maintain better eye contact with interviewees, and

observe the respondents more carefully than would have been possible

63

if he had been required to take notes during the interviews. The
tape-recorded interview was the primary document, and the transcrip-
tion was a secondary written record of the first document.

The interview is a well-established and accepted method of
field research. Gorden (1969, 1980, 1987) delineated the specific
structure and protocol for tape-recorded interviews. hi his 1969
publication, Gorden identified five advantages of the interview over
the questionnaire method:

1. The interview provides more opportunity to motivate the
respondent to supply accurate and complete information immediately.

2. The interview provides more opportunity to guide the
respondent in his interpretation of the questions.

3. The interview allows a greater flexibility in questioning the
respondent.

4. The interview allows greater control over the interview
situation.

5. The interview provides a greater opportunity to evaluate
the validity of the information by observing the respondent’s
nonverbal manifestation of his attitude toward supplying the
information.

There is no established standard method for studying whole
families. This researcher used the field methods of interview and
observation with normal (nonclinical) families, first because of the
wide latitude these methods provide in conducting exploratory

research and, second, because of the opportunity they provide fer

64

gathering data on ‘the dominant patterns and processes in small
groups.

The data for' each family were collected over a four-month
period during the 1991-92 school year, using taped semi-structured
interviews and observation. The interviews were conducted using a
specially developed outline that allowed for "unencumbered" inquiry
into the functioning of the family unit. The interviews were not
rigidly structured, and additional questions were formulated to
follow up on or clarify answers to previous queries. The interviews
were intended to elicit the following types of information:

Background information: General background of parents, includ-
ing their work history; attitude about present environment and life
circumstances; social experience of student as a child; early
childhood fanctioning; early parental influence (moral training);
church participation; past, present, and future ambitions of
parents.

flpme living patterns: Parents’ concept of child rearing;
family decision-making process; parental expectations in terms of
children’s behavior; role responsibilities in the home; sibling
relationships; interactions with kin, neighbors, and friends;
methods of parental control; parental handling of students’ time and
space; students’ attitudes toward parents and other adults; family
outdoor activities and travel; daily routines.

Edgpational orientation: School plans and goals of parents and
student; career plans of parents and student; parental aspirations

for child; parental expectations of the child; learning customs in

65

the home, for example, reading, hobbies, games, and other activi-
ties; student self-concept.

School experiences: Parents’ and'grandparents’ school
experiences; parental involvement in school activities; contact with
school, for example, exchange of information, quality of interac-
tion, level of involvement, communication process; parents’ expecta-
tions of the school.

Before the interviews were conducted, the researcher
distributed three surveys to the selected families. The Family
Characteristics Inventory (Appendix A) contained 20 items to which
family members as a group were to respond using a five-point Likert-
type scale ranging from 1 (Does not fit our family at all) to 5
(Fits our family very well). The Family History Survey (Appendix B)
was designed to elicit demographic information on the family
members. The Family Risk Factors Questionnaire (Appendix C)
contained 12 items designed to discover whether the families had any
characteristics of dysfunctional families (unemployment, abuse,
alcoholism, and so on). The researcher’s intention in distributing
these surveys before the interviews was to allow students and their
parents to acquaint themselves with subjects that would be discussed
during the interviews so that they' would be better prepared to
answer the questions. There were to in: no surprises during the
interviews, and all responses were recorded without any judgment on

the interviewer’s part.

66

Procedures Followed in Conducting the Study

Permission was obtained from the Michigan State University
Committee on Research Involving Human Subjects (UCRIHS) to conduct
the research as proposed (see Appendix D for letter of approval).
All participants were asked to sign a Consent Form (Appendix E),
which stated the purposes of the study and what participation would
involve. Potential participants were informed that their participa-
tion was voluntary and that their responses would be treated with
strict confidence. They were assured that their answers would be
confidential and that their real names would not be used in any
research report. All 11 families agreed to participate in the study
and signed the Consent Forms.

The observation lportion of the study was conducted during
school hours. The researcher observed the successful students in
the schools they attended as they interacted with fellow students,
faculty members, and other school personnel.

The interviews were conducted in the families’ homes and lasted
from one to one and one-half hours. One interview was conducted
with each family; no fallow-up meetings were necessary. The
researcher let the parents decide whether the student(s) could stay
in the room and listen to their answers, and vice versa. In all but
one case, the researcher interviewed the student(s) and parents
separately. The respondents were assured that they could refuse to
answer any of the questions; however, none of the parents or
students refused to answer any question. Each family agreed to have

the interview tape recorded.

67

Data-Analysis Procedure

The data collected in the interviews with the 11 families were
carefully transcribed to ensure accuracy. The responses were then
summarized and charted. More than 400 pages of transcription were
accumulated. Seventy-one categories of responses were charted. As
the researcher analyzed the data, he noted some repetition and over-
lapping in the categories. This repetition proved useful in cross-
referencing the data and in identifying patterns within and among
families.

The findings are reported in Chapter IV.

CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA

Introduction

The researcher’s overall purpose in this study was to
investigate the conditions of family life and culture among students
who are successful in school. The intention was to gain a better
understanding of why certain students are successful by examining
the students’ family experiences, their family history, and family-
school interactions. The researcher was interested in understanding
the behavior of successful students and the factors underlying
their success in school. A secondary purpose was to describe how
the subjects’ involvement in the family as a dynamic social unit
influenced their decision to work hard and succeed in school. The
researcher was interested in discovering whether the students’
perceptions of their families’ views regarding the importance of
education influenced those students’ decision to succeed in school.
In attempting to accomplish these purposes, the researcher examined
the complex interrelationships that exist between and among
successful students, their families, and school personnel.

In this chapter, the findings are presented as they relate to
the experiences, behaviors, and interactions under investigation.

In the first section, the home settings of the successful students’

68

69

families are described. The second section contains demographic
information on the families in the study, including their background
and early child-rearing practices. These sections are intended to
introduce the successful students and their families. In succeeding
sections, the findings regarding the school experiences of the
successful students’ parents and grandparents are described, the
students’ family experiences are considered, the students’ school
experiences are examined, and the interactions between and among the
students, their families,‘and school personnel are presented. The
chapter concludes with a discussion of the families’ influence on
students’ decision to succeed. Throughout the dissertation,

pseudonyms are used to protect the families’ anonymity.

Home Settings of the Families in the Study
All 11 families included in this study owned their own homes.
The type of dwelling and geographic location of each of the families
in the study, along with other demographic data on the families, are
shown in Table 1. The home settings of each family are described in

the following pages.

The Coates Family

The Coateses lived on a cul de sac in an attractive
subdivision. They built their home when the area was first
developed. Their ranch-style home had eight rooms, three and one-
half baths, and a full basement. The house had a pleasant living

room with a large window overlooking the backyard swimming pool.

70

Table 1.—-Home settings and demographic characteristics of families
in the study population.

 

 

Parents’ Geographical
Family Family Level of Employment Setting/Home
Composition Education Ownership
Coates Intact family: Father-- Father-- Rural, own
father, high school factory custom-built
mother, two graduate; worker; house
siblings mother-- mother--
two years homemaker
college
Gates Intact family: Both parents Father-- Rural, own
father, high school factory custom-built
mother, graduates foreman; house
two siblings mother--
tax con-
sultant
Hill Intact family: Father-- Father-- Rural, own
father, college pastor large house
mother, graduate, mother--
two siblings Doctor of teacher
Divinity
mother--
college
graduate
Start Intact family: Father-- Father-- Rural, own
father, college project large house
mother, graduate manager;
three siblings mother-- mother--
high school receptionist
graduate
Brown Intact family: Father-- Father-- Rural, own
father, high school executive large house
mother, graduate mother--
three siblings mother-- teacher
college

graduate

Table 1.--Continued.

71

 

 

Parents’ Geographical
Family Family Level of Employment Setting/Home
Composition Education Ownership
DePree Intact family: Both parents Father-- Rural, own
father, high school unemployed small house
mother, graduates mother--
four siblings nurse
Snider Intact family: Both parents Father-- Rural, own
father, high school factory large house
mother, graduates worker
three siblings mother--
homemaker
Madison Intact family: Father-- Father-- Rural, own
father, high school tool & die custom house
mother, graduate maker
two siblings mother—- mother--
college teacher/
graduate homemaker
Kort Intact family: Both parents Father-- Rural, own
father, college teacher modest house
mother, graduates mother--
three siblings homemaker
Rosema Intact family: Both parents Father-- Rural, own
father, high school construc- modest house
mother, graduates tion
three siblings mother--
homemaker
Hart Intact family: Both parents Father-- Rural, own
father, high school furniture modest house
mother, graduates company
two siblings employee
mother--
assistant
secretary

at church

 

72

There were three good-sized bedrooms, a kitchen, and a dinette. The
home appeared to be well maintained. Upon entering the Coateses
home, the researcher was greeted by two cats, who were free to roam;
Mrs. Coates showed these cats during the winter months.

Adjacent to the Coateses’ property was a vacant lot, which they
had recently sold to a neighbor. The backyard had a large fenced-in
area in which they kept their dog and grew a garden. Also in the
backyard was an above-ground pool, which was heated by solar panels
on the roof of the house. Behind the house was a large wooded area
that led to a pond. The Coateses owned this wooded area, and Jim,
their son, rode his dirt-bike back to the pond.

From the wooded area, Mr. Coates obtained fuel for the wood-
burning furnace they used during the winter months. According to
him, the fuel bills were very low as a result. He said, "This is
where we save a lot of money." The family owned a car, a
motorcycle, a four-wheel-drive truck, and a recreational vehicle

that they used on trips to save money on hotels.

The Gates Family

The Gateses lived near a lake in a small rural area; the home
was not directly on-the lake, but they had access to the lake.
Their house was custom built. Mr. Gates did much of the work
himself; he also built a sunroom as an addition to the house. This
two-story house had a loft on the second floor. The kitchen was to
the right of the entrance hall, and the living room was to the left

of. the kitchen. At the back of the house were two average—size

73

bedrooms, the bathroom, and a utility room, all of which the Gateses
had renovated. Mr. Gates saved money by doing the repair and
renovation work himself. The upstairs bedroom was open to the
living room and had an adjacent bathroom. 'Hwa cars and boat were
kept in the three-car garage.

The yard was nicely landscaped, with flowers and white stones
surrounding the fruit trees. The road on which the Gateses lived
had recently been paved. Their house was not extravagant, but it

was very comfortable.

The Hill Family

The Hills lived in a two—story brick house that the church
provided for use as a parsonage while the family was on call at the
church. The house, which was across the street from the church, was
situated on an attractive lot that was close to the middle and high
schools. The Hills also owned a cottage in the northern part of the
state, which they visited as often as possible.

The parsonage was maintained very well. The living room was on
the left of the entry hall, and the family room was on the right; a
staircase led from the entry hall to the second floor. There was a
dining room and a kitchen with an eating area; a door separated the
kitchen from the family room. The living room had a piano, which
both children and adults used. The bedrooms and bathrooms were

upstairs; another bathroom was located downstairs, off the garage.

74

A deck overlooked the small backyard. The family had a puppy,
which was not permitted to go into any of the carpeted areas of the

house; it was still learning where it could and could not roam.

The Start Family

The Starts lived in a new subdivision in a small town. Their
two-story custom-built house was located in the middle of a quiet
cul de sac, with neighbors to the east and a vacant lot to the west.
The Starts’ house was relatively new, and the yard was in excellent
condition.

A deck overlooked the backyard, which had a deep drop and was
nicely wooded. The house had a formal living room, family room,
dining room, and a kitchen with an island at which to eat. The
staircase was open to the second floor, where the bedrooms were
located. The basement contained a work area for Mr. Start; there he
completed the projects he brought home from work. Because the house
was new, everything was in good condition; the rooms were spacious

and bright.

The Brown Family

The Browns owned a ranch-style house with a basement that
opened to the backyard. They had this house built for them when the
subdivision was started. It had a living room and a dining area
next to the kitchen; there were three bedrooms on the first floor
and one bedrOOm in the finished basement. Steps from a spacious
deck led down to the large backyard, where there was an in-ground

swimming pool with a hot tub. Mr. Brown did most of the work

75

building the pool area. Also in the backyard was a terraced garden,
which the youngest son tended; Mrs. Brown canned much of the produce
from the garden. Looking at the yard and the house, one could see
that the Browns were hard workers and that they worked as a team to

maintain their property.

The DePree Family

The DePrees’ house was situated on a large piece of property in
the farm area of a small town; the area in which they lived had
several muck farms. 'Their ranch-style house had a kitchen, an
eating area, a 'living room, and 'three bedrooms. In her large
garden, Mrs. DePree raised most of the vegetables for her family.
The children helped her with the garden. In the old garage next to
the garden, Mr. DePree and their son Bob were working on a car that
had been a project for many years. Mr. DePree said that he just did
not have time to work on the car because the children occupied his

time.

The Snider Family

The Sniders had lived in their house on a main street in a
small town for all their married life-~19 years. The outside of the
modest ranch-style house was nicely painted and decorated, and the
basketball hoop erected next to the driveway had received much use.
Inside the house was a sitting room; one step up were the kitchen

and eating area. Through an archway were the living room and a hall

76

leading to the bedrooms. The downstairs provided more living space

and led to the backyard.

The Madison Family

The Madisons lived in a modest two-story house across from a
lake in a small rural area. A staircase led from the entrance hall
upstairs to two bedrooms used by the boys. To the left was the
living room; behind the living room was the dining room, and to the
left of the dining room was the kitchen. The backyard was large and
well maintained. The Madisons purchased this house because it was
smaller and easier to care for than their previous house, which had
more square footage and a much larger lot. Because the boys were
grown up and had left home, the Madisons no longer needed a large

house.

The Kort Family

The Korts lived in the same subdivision as the Browns. Their
well-kept, three-bedroom ranch-style house was custom built for
them. A beautiful tree grew in the middle of the front yard, and
the rest of the yard was landscaped with flowers and wood chips.
From the porch, a stained-glass door led into a wood-floored
entryway, from which one entered the living room. Next to the
living room were the kitchen and eating area; outside the eating
area was a porch overlooking the backyard. There were two bedrooms

on the first floor, and another two downstairs.

77

The Rosema Family
Mr. Rosema built their two-story house. To the right of the

entry was the living room, and to the left was a staircase leading
to the three bedrooms. Down the hall were a large family room and
kitchen and a door leading to the backyard. To the right of the
kitchen was the formal dining room. The Rosemas’ house was well
built and comfortable; the yard was of average size and was well

maintained.

The Hart Family

The Hart family lived in a ranch-style house in a large
subdivision in a small town. The front door opened into the living
room, next to which were the kitchen and dinette. Down the hall
were the bedrooms and bathroom. The house also had a finished
basement. The deck overlooked the above-ground pool in the
backyard. The yard was full of flowers.

Demographic Information on the Successful
Students and Their Families

The successful students and their families are introduced in
this section. Background information such as the students’ names,
ages, religion, and ordinal positiOn in the family; description of
parents and students; and thehistory of the parents is given. The
following descriptions of the families are a composite of the
students’ and parents’ interview responses and the researcher’s

observations.

78

The Coates Family

 

The Coateses had been married for 25 years; it was the second
marriage for both of them. There were no children from their first
marriages; the children described were from this marriage.

David Coates was 50 years old at the time of the interview. He
had worked as a printer for an office furniture company for 18
years. Dave was trim and kept himself in good shape by working hard
and chopping wood. He liked the outdoors and enjoyed hunting and
fishing. His hair was starting to gray, and he had a mustache.
Dave was a twin; his brother lived in Florida, where they had been
born and raised. They had no other siblings. Growing up was
difficult for Dave. After his parents were divorced, he did not
have much contact with his father. Dave was educated in a Catholic
school, from which he graduated. When asked "Are you bringing your
children up the way your folks brought you up?" he said, "Not my
folks. I am a lot more supportive of what my children do; I try to
help them succeed in whatever it might be. In our family, we stress
education." The researcher could tell that Dave took the interview
seriously because he gave his answers careful thought.

Nancy Coates, a petite woman, was a homemaker who volunteered
frequently at her children’s school. She had held many jobs during
her lifetime and was currently seeking employment as a secretary to
help ‘with their' daughter’s college tuition the following year.
Nancy was an only child; her parents owned their own business. She
was a bubbly, outgoing person; the Coates children had personalities

similar to hers.

79

Sally Coates was taller than her mother; she had brown hair and
wore glasses. She was a senior in high school and was looking
forward to graduating and going to college. She had her mother’s
bubbly personality, was gregarious, and had many friends. Sally was
an avid reader and was very intelligent, even though she did not
want to show it. She was the older of the Coateses’ two children
and thus had to baby sit for her younger brother. She was well
disciplined, as evidenced by the fact that she seldom got into
trouble. She said that she had great respect for her parents and
would not want to hurt them by getting into trouble.

1 Jim Coates was a sixth grader and enjoyed doing outdoor
activities with his father. Jim was rather small for his age and
probably took after his mother. He was a very good student and had
a 3.75 grade point average in middle school. Jim was very active in
athletics and enjoyed playing games with his parents. He answered
the interview questions in a very mature manner.

Sally and Jim were of Italian, English, Irish, Welsh, and
German descent. 'Their paternal grandfather had dropped out of
school, and their paternal grandmother had started college but did
not graduate. Their maternal grandfather had it high school
education but did not attend college because he had to run the
family business. Their maternal grandmother had started college but
did not graduate.

The Coateses did not attend church, but they acknowledged the
importance of religious beliefs. In response to it question

concerning religion, Dave commented,

80

I had a bad experience, so it turned me away from the church.
When the kids were younger, but old enough to understand, we
took them to a United Methodist Church for almost a year. We
told them if they wanted to continue going to church feel free
to, but it was not something Mother and I believe in. You
don’t have to go to church or be a member of a church to be
successful. My uncle told me one time and it really stuck in
my mind: "You don’t need to belong to a church to believe in
God or whatever you want your Supreme Being to be, but make
homage to Him in your own way, recognize Him, that there is
one, but do it in your own way." We have passed this down to
our kids.

Nancy added,

You don’t need to go to church to have beliefs. My mother and
her mother had their own, and I believed whatever I wished to
believe, and she kind of guided me and I have pushed them on
Sally and Jim. I tried to explain things and the different
religions there are and explain what I believe, and they may
believe in whatever they choose to believe. If they want to go
to church with anybody, they may. I think it is important to
have some type of belief.

The Gates Family

 

The Gateses had been happily married for 24 years. Marty Gates
was employed as a supervisor at a General Motors Fisher Body plant;
he had worked for the company for more than 23 years. Marty had
short, graying hair; he was tall and of average build. He was very
handy around the house and had remodeled the bathroom and utility
rooms. He commented that he was getting the house ready for their
younger son’s graduation a year hence. Marty nearly died a few
years ago because of complications due to diabetes. Fortunately,
this problem had been brought under control with medication and
diet. At the time of the interview, Marty appeared to be strong and

energetic, but he commented that sometimes he needed extra rest.

81

Corrine Gates was an attractive woman in her forties. She,
too, had some health problems and periodically went to the
University of Michigan Health Center for treatment. Corrine was
energetic and had a strong personality. She was actively involved
in her sons’ schooling; in fact, she had chosen every teacher the
boys had in elementary school. She had stayed home with the boys
when they were young and had returned to work as a tax preparer for
H & R Block just ten years ago, when the boys were in school. Her
work ethic and determination had helped her advance to the executive
associate level.

Tom Gates was 21 years old and a college junior. Like his
parents, he had been plagued by health problems. He should have
graduated from technical college by now, but he missed much of his
junior year because of a collapsed lung. Tom was a tall, thin,
good-looking young man who loved life. He had been very active in
high school and was even more active in college. Tom was very
personable; he had a good sense of humor and was a good conversa-
tidnalist. When asked to describe himself, he said,

I am very content now; I am happy in every aspect of my life.

School is going real good, and everything is falling into place

for the first time. As far as I can see, that will happen in

the future, and I like the way it looks.

Tom’s younger brother, Bill, was a junior in high school. Like
his brother, Bill was tall and thin. He, too, had had many physical
problems. Although Bill was a good student, he admitted he was lazy

and needed to work on being more industrious. When questioned about

his future plans, Bill said that he wanted to be an elementary

82

school teacher because he loved children. At the time of the
interview, he was diligently practicing basketball because he was
considering trying out for the team the following year. Bill was
very active in school and loved to act in the school plays.

Tom and Bill’s maternal ancestors were Dutch and German; their,
paternal ancestors were French, Irish, and Dutch. Although the
Gateses attended church occasionally, they did not have an active
church life. However, Marty and Corrine said that religion was an
important part of their family. Corrine added, "We feel it and live
it more than we act it out by going to an organized church. It sets
the morals, the ethics, and it is based on our own religion. We
don’t go to church." When asked how they conveyed their religious
convictions to their children, they responded, "Actions. 'The kids
have picked up on it, and they have done some reading, investigation
of the Bible." The researcher then asked, "Do you have to go to
church to have religious ethics?" The answer was, "No, [but] it
helps to have a background in religion as we do because we can

answer any questions the kids have."

The Hill Family

The Hills had been married for 18 years. Jack had been the
senior pastor of a Dutch Reformed church in a small town for six
years. He was tall, clean cut, and wore glasses. Jack was a strong
supporter of the school system and visited the schools periodically.
He and his three siblings had been sent to Christian schools. His

father had been self-employed, and Jack had helped him in his

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business. Jack said, "I grew up learning to work. My dad’s motto
was, ’Work faster and cheaper.’ Work had that old Dutch work ethic
that got ingrained in me." Jack had a Master of Theology and a
Doctor of Divinity degree. Following high school, Jack had paid for
his own education. As he said,

Mom and Dad sat down with me and said, "If you want to go on to

college that is fine, but we cannot help you financially; we

can help you in other ways." I worked my way through college
and overall had a good time.

Mary Hill was a tall, attractive, soft-spoken Dutch woman. The
oldest of three girls, Mary had grown up on a farm, where she had to
help with the chores. She commented, "Living (N1 the farm, since
there were three daughters, I had to drive the tractor and do all
kinds of chores. We worked a lot. We were expected to work." Mary
believed that this work ethic had carried over to her children. A
college graduate, Mary was a home economics teacher. She also had
taken graduate courses. She was well liked in the community and had
been a substitute teacher in the school system in which her children
were enrolled. Mary was presently employed in a community education
program at another school.

Susan Hill was a seventh grader. She was a tall, slender
brunette and wore glasses. In describing herself, Susan said, "I am
a good person." Susan was the older of the Hills’ two girls. Her
sister, a fifth grader, was not interviewed. Susan was on the honor
roll and was very active in school and in her church. Like her

parents, Susan was a very hard worker.

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Susan was of Dutch descent. Her parents had been raised in the
Dutch Reformed faith. Because her father was a minister, religion
was an important part of the family’s home life. Susan was asked
about the importance of religion in her success; she said, "It is
very important because I would never make it through school if I
didn’t pray." Jack agreed:

The Christian base is an important part of the child’s total

education and development. We did not send our kids to the

Christian school; we like to keep our children involved in

Christian education of the church. The kids are involved in a

lot of activities in the church. We try to integrate the two,

and if there is an opportunity for them to take advantage of
education of the church, they should be there.

It is interesting that, although Jack. attended a Christian
school, his children were enrolled in public school. He explained
this situation by saying, "We kept the kids in the public school
system from the viewpoint [that] sooner or later they would have to

learn to integrate their faith to the world."

The Start Family

The Starts had been married for 22 years. Larry had an average
build. He liked to work, and by his own admission he was a
workaholic. He was the second of seven children. Larry’s parents
were both high school graduates and thought education was important.
His father had been a factory worker who held two jobs and worked
all the time. Larry graduated from college and was certified as a
secondary school teacher, but during his student teaching he decided
that teaching was not for rhim. Instead, he took. a job as a

draftsman and became interested in engineering. He took 19 hours of

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engineering classes and, at the time of the study, was employed as a
project manager at an office furniture company.

Myra Start was a tall, attractive woman in her early forties.
She was the fourth of six children in her family. Whereas her
father had a high school education, her mother had dropped out of
school after seventh grade. Her father had worked nights, and his
children had not seen much of him. Myra was a high school graduate.
She had wanted to attend college and study design, but her parents
did not support this goal. In her words, "If I wanted to go to any
other college than Bible college, I would have to pay for it."
Thus, Myra got a job when she graduated from high school and never
continued her education.

Jane Start, a tall, slender blonde, was the valedictorian of
her senior class. Jane described herself as "secure and self-
dependent. I have a pretty good outlook on life, and I know what is
going on." She was very popular at school and participated in many
activities. Because she was so active and intelligent, she received
privileges at school. She said, "I have earned a good name for
myself, and the teachers trust me."

Sarah Start was a high school freshman. She was different from
her sister in many ways. Although she was a very good student,
Sarah did not work at it like Jane did. Whereas Jane liked school,
Sarah did not; in fact, she thought school was boring. However,
Sarah was very active in school and was popularu Sarah was very
strong willed and wanted to be independent. Asked how she perceived

herself, she said, "I depend on my parents for rides and stuff. I

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am not independent." With regard to how she saw herself in the
future, she said, "[I will] grow more independent when I get a
car." Whereas Jane planned to work for someone else, Sarah said she
would have her own business.

The Start girls were of Dutch and German descent. They were
being raised in the Dutch Reformed faith, and religion was practiced
in their home. When Jane was asked whether religion was important
to her success, she commented, "I do not think so as a student, but

as a person."

The Brown Family

The Browns had been married for 18 years. Tom Brown was a
short man of average build who seemed very self-confident. He had
only a high school education, but through hard work and determina-
tion he had risen to a high position in his company. Just recently,
he had been promoted to head of his division. Tom’s family had been
poor and could not offer their children much. But through his
strong determination, he had turned a poor situation into success.
It might be said that Tom had been raised on the other side of the
tracks, but he had crossed over those tracks to be a highly
respected member of the community. In recent years, Tom had been
involved in the school, working on millage campaigns and helping the
school improve its image. At one time, community members encouraged
him to run for the school board, but he declined.

Pat Brown was a short, fair-skinned woman in her early forties

who recently returned to work full time as a special education

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teacher. Before that, she had worked part time as a bookkeeper for
her husband’s company. Pat was an assertive, well-organized woman
who was determined to achieve her goals. To become a full-time
teacher, she had returned to school to earn a special education
degree. Pat was active in the school and her community. While she
was substituting at the middle school, a cheerleading coach was
needed for middle school sports. Pat volunteered and worked
diligently to create a good squad; teachers at the school told the
researcher they were impressed with the squad.

Bob Brown was a sophomore in high school. Bob was short and
wore glasses; he was a very quiet youngster who had many friends.
During the interview, Bob was tired because he had just finished
work at a hardware store in town. His responses were short and to
the point. Bob was a good student who could probably do better if
he chose to do so. At present, he had enough credits to graduate
from high school the following year. Bob’s parents wanted him to
enroll in classes at a local community college. Bob had been on the
honor roll since elementary school and had participated on many
academic teams. He played football the last two years and worked
hard to become a good player.

Brenda Brown was a seventh grader in the local middle school.
She was short, blonde, fair skinned, and wore glasses. Brenda was
very active in school and sports. According to her parents, if
there was a sport, Brenda would go out for the team. So far, she

had competed in track, volleyball, basketball, cheerleading, tennis,

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and softball. She was a good student, and, unlike her brother, she
worked very hard at her studies. She had been on the honor roll
since elementary school and had competed (Hi the school’s academic
teams. She baby sat part time and was considering a future as an
elementary school teacher.

Bob and Brenda were a mixture of nationalities. Religion was
not stressed in their family, but it was important. Tom Brown
stated,

We do not put as much emphasis [on going to church] as we

should. The way you act is more important. Even though the

kids do not go to church, they still have the values and morals
of someone who goes to church on a regular basis.
The DePree Family

The DePrees had been married for 21 years. Chuck DePree was a
short man of average build; he was a truck driver. He was without a
full-time job and had been working part time at a nursery. Chuck
had turned down an opportunity to be employed again as a truck
driver because the job would have taken him away from his family for
extended periods of time. Chuck’s wife encouraged him to take the
job, but he refused, saying his family came first. He was a devoted
father who was active in his children’s lives. Frequently, he
attended school board meetings and asked questions about the
progress of the school. Chuck also was active in his church; he was
a religious person and had committed his life to God. He was very
hard working and managed the family’s finances effectively, which
was important during his periods of unemployment. He was late for

the interview because of his part-time job; when he arrived, he was

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sweaty, dirty, and tired. His children answered to irhn and their
mother. During the course of the interview, one of the DePrees’
daughters asked whether she could watch television. When asked why
the children asked permission to watch television, Chuck responded,

That TV does not go on unless they [the children] ask us,

especially on school nights. She wants to watch 911; that is

all right because she wants to be a nurse, and it relates to
that profession. If there is ironing to do, they do the
ironing while they watch TV.

Janet DePree was a slight, work-weary woman in her forties.
She had returned to work part time as it licensed practical nurse
about five years ago to supplement the family income once the
children were old enough to care for themselves. Her work schedule
was unpredictable, but she tried to arrange her hours so that either
she or Chuck would be at home with the children. What the DePrees
had accomplished with limited financial resources was admirable. In
her large garden, Janet raised produce for the family; she canned
all their vegetables for the winter months. She was active in her
church and in school activities. If a volunteer was needed, Janet
was the first in line if her work schedule permitted. Coming from a
farm family, Janet was used to hard work.

Bob DePree was not present for the interview because of another
commitment. Wendy DePree, a high school senior, was the oldest of
the four children; she was tall, slender, and wore glasses.
Describing Wendy, her parents said,

[She] likes little kids, she likes people either younger than

her or older than her but not her own age. She does not do

well with kids her own age. She is a hard worker if it is

something she wants. She is a determined young lady who does
not give up.

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Wendy had had a struggle with school even though she had made the
honor roll; she did not plan to go to college. After graduation,
she intended to live at home and try to find a job.

Michelle DePree was just the opposite of her sister. She was
somewhat heavier and wore glasses. A bubbly and talkative girl, she
laughed a lot and seemed to enjoy life. She did most of the
answering during the interview. Michelle, a sophomore in high
school, was a good student. 'In'her words, "I am a very confident
person. No one pushes me around, and my grades are very good."
Like Wendy, Michelle was more active in church activities than in
school events. School was much easier for Michelle than it was for
Wendy, and she planned to attend college and become a nurse.

The DePree children were primarily of Dutch descent. Their
maternal grandfather came from the Netherlands. Religion was very
important to this family. The children said religion was important
to them because it taught them discipline in that they had to be at
certain places at particular times. It helped them with their

responsibilities.

The Snider Family

The Sniders had been married for 19 years. Ken Snider was a
tall, good-looking, athletic man who turned 40 the day of the
interview. According to his children, Ken had a quick temper, but
over the years, he had been mellowing somewhat. Ken had lived in
the same community all his life, and their house was just the second

one in which he had lived. Ken had a high school diploma and worked

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as a production worker in a local company. He had been with the
company for 21 years and was quite satisfied with his job. Ken was
active in sports and had been playing softball during the summer. A
devoted husband and father, Ken took time off from work to attend
his children’s sports events. His children described him as "old,
works for everything he has gotten, very hard worker, not real
patient, stubborn--but as a father he is the best."

Margaret Snider was a petite brunette with a wonderful laugh.
She was a registered nurse and had recently gone back to work at a
nursing home. Margaret was active in the community, sports
boosters, and any other activities in which her children were
involved. Margaret had had an adventurous life because her father,
a trouble-shooter for a tire company, had been transferred numerous
times. Her mother had died when Margaret was 11, and her father
remarried; there were nine children in the combined family.
Margaret was the second oldest child and had to take a leadership
role in the family. Because there were so many younger children,
Margaret became a mother figure to them. She said,

Because I was one of the oldest, I took a leadership role,

especially when my mom died. My sister was a year and a half

older than me, and she was 13 when my mom died. She was very

carefree and could not handle it, so I sort of became the mom

for a while. I had an eight-month-old brother, and so I have

been the motherly type for a long time.

When the interview took place, Brad Snider was (HI a trip to

Toronto, Canada, with his eighth-grade class. Thus, he did not

participate in the interview.

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Sarah Snider’ was a high school senior. She was a tall,
attractive, and athletic young woman. Also, Sarah was a good
student who planned to go to college and become a legal secretary.
Sarah described herself as being "a very self-confident person with
values and morals." She was active in school functions, especially
sports, and was well liked and respected at school. She had made
the honor roll and had competed on academic teams. Sarah was
independent and a free-thinker. She was not influenced by others
and generally was a leader, rather than a follower. She was the
oldest of the Sniders’ three children. Because she was a good
student and was trustworthy, she had special privileges, such as
going into town on errands and leaving the parking lot during school
hours.

Tim Snider was a high school sophomore. He was a good-looking
young man who was still growing and filling out. Tim was a good
student and had a higher grade point average than his sister did.
He described himself as being "self-confident and one with values
and morals." He was involved in athletics and had been on the honor
roll since elementary school. He had competed on academic teams and
was respected at school. Like his sister, Tim was accorded special
privileges at school.

The Snider children were of German, Irish, Polish, and Scottish
descent. They were practicing Catholics who attended church
regularly. Religion was very important to the Snider family.

Margaret said, "It shows you your values, morals. It has a lot to

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do with our discipline." Sarah also said, "Religion is important to

us, not as a student but as a person."

The Madison Family

The Madisons had been married for 28 years. Marshall was a
tall, good-looking, graying man in his fifties; he had a very
athletic build. He was the oldest of three children. His parents
had owned their own business, where they had put in long hours.
Marshall was a good athlete in high school and was offered three
scholarships to play football in college. However, his parents did
not encourage him to go to college, so when he graduated from high
school he enlisted in the navy. After serving in the navy, Marshall
got into an apprenticeship program in tool and die making. He had
worked as a tool and die maker for 28 years.

Joyce Madison was an attractive woman in her fifties; she was
very concerned with appearances and conduct. As she described it,
"I was brought up in the 19505, with a mother and father. Father
worked and mother stayed home." She was the youngest of two girls;
her older sister left home when she was 18. Joyce’s father was a
very influential member of the community, even though he had not
finished high school. Joyce had a master’s degree in education.
She quit her job as a teacher/counselor when the children were born.
When asked about whether either of them had stayed home with the
children in their early years and, if so, whether they had discussed
this issue before having children, Joyce and Marshall differed in

their responses. Joyce said,

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This is a point of debate that we have never resolved.
Marshall thinks we made a conscientious decision together that
I would stay home with the kids. I don’t feel that way.
[Marshall’s] mother worked--they owned a grocery store--l8
hours a day waiting on strange people; they were mostly
migrants. Marshall resented that intrusion into their lives
because they lived behind the store. When we got married it
was important to him for someone to be there. But I had spent
all this time and energy getting this education and I got
pregnant. By the time I was ready to go back to work, there
was no more federal money for programs and my choices were
subbing or working back into it. Well, it has taken me a long,
long time; I feel he forced me to stay home. It has taken me
many years to realize if I was out of the house using my
education I would be influencing other people’s children, and
so I had to work that through in my mind that I would rather
give my children my values. But in the long run I have given
up a career that I worked hard to achieve and I did it myself.
I had to work through a lot of anger and frustration. When you
have a one and two year old, your life is not fun.

As a follow-up question, Joyce was asked, "If you hadn’t stayed home
with the children, would they have turned out as well as they did?"
She responded, "Not a chance, especially John. You know, sometimes
all they needed was five minutes, but John needed me then; it was
important." Her responses showed that Joyce thought independently
and cared very deeply for her children.

Tony Madison was 22 years old and had just graduated from
college with a degree in business. He was very good looking, tall,
well built, and clean cut. In high school, Tony had been an all-
around athlete and student; he graduated. third in his class.
Teachers respected him and gave him special privileges. He had been
named to the all-state football team and attended college on a
football scholarship. Tony was a very determined, self-confident
young man. He told the interviewer, "I am very self-confident. I

feel very fortunate; I have a great family, a good kid brother, and

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a nice girl friend. I am in a good situation. I have a job and am
happy where I am. I feel pretty good."

John Madison was 21 years old and, like his brother, was tall,
handsome, and athletic. He was a college junior and played on the
varsity basketball team. At the time of the interview, John had
just returned from Washington, D.C., where he had been working on a
project sponsored by the college. Later, he was planning to travel
to Colorado to head up a team of editors to edit a professor’s book.
John’s mother claimed he probably would not be the person he was if
she had worked instead of staying home when the children were young.
John readily agreed:

Looking back, I would not have taken the same steps without

them, without them pushing me, saying ’You must get all A’s."

It was all based on confidence, on how I would make my own

decisions. So they pushed me, but they also let me go my own

way. If it wasn’t for my parents, I probably would not be at
College, with the recognition I am getting. Without
them, I don’t know where I would be.

When John was quite young, his mother had had his intelligence
tested because she knew he was unique; at age five he was beating
adults at games--and the adults were trying to win. When he was
tested, he "blew the socks off the test." However, although John
was a brilliant child, he did not live up to his potential until he
got into college. The interviewer asked John, "When you were
growing up, were you encouraged and praised and told ’You can do
it’? Did your parents build up your self-confidence?" He
responded,

Well, it was a long process with me. My parents took us as far

as they could go. They set us up; they built the foundation,
and we had to take that last step, but they did everything they

96

could to take that last step. They took it as far as possible
with their support, praise, and what have you, to get you to
the next step. The last step is that my parents were right and
I do have abilities that they have told me I had. It took me
until college to realize that I had the ability. But my
parents always knew it and never let up on me, letting me know
I have a lot of ability.

John had done very well in college and had received many awards. He

had matured and said, "I am a very confident person."

The Kort Family

The Korts had been married for 27 years. Ken was a big man in
terms of both height and weight; he had a mustache and wore glasses.
Ken was a teacher and coach in the local school district and had
been born and raised in the town where he was now teaching. He had
been a teacher for 26 years. Actually, he held down three jobs to
support his wife and three children. In Ken’s words, "I am working
these three jobs so that I can put bread on the table and retire
early." One of his. jobs was as township recreational director,
which involved him in many nighttime activities. Ken was highly
respected in the community and the school system.

Sue Kort was an attractive blonde in her late forties. She was
a college graduate with a major in music, but she had not worked
outside the home because of the children. She was a homemaker and
would have it no other way. At one time, Sue had multiple sclerosis
and was confined to a wheelchair. However, she now walks as a
result of what she believes was a miracle. For many years, Ken and
Sue had been going to religious retreats to increase their faith and

witness miracles. At one of these retreats, Sue miraculously rose

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from her’ wheelchair and walked. She had attended the retreat
without Ken and did not tell him immediately about the healing that
had occurred. The next day in church, she got up out of the pew and
walked down the aisle. Ken was amazed and wept with joy. Since
then, God had been the center of their lives.

Mary Kort was a sophomore in high school. She had her mother’s
good looks and shared her father’s love of sports. Mary was a good
student and was involved in many school activities. She was the
youngest of the Korts’ three children and the only one still living
at home. Her sister was 23, and her brother was 26. Mary described
herself as "a very self-confident person. . . . I could do almost
anything I wanted to."

Mary was of Dutch and Irish descent. The family was of the
Christian faith and had grown closer to their religion as a result
of Sue’s miraculous healing. She said,

Religion is extremely important to our family. If the children

do what the Lord calls them to do and be there, they will be

happy and successful in life. It is the bottom line in our
family. '
The Rosema Family

The Rosemas had been married for 19 years. Tony Rosema was a
short, well-built, athletic, clean-cut man who was proud of his
appearance. He had been employed in the building industry all of
his adult life and had recently taken a new job as a construction
superintendent. Having this new job had created a problem because

Tony had to be away for extended periods of time, and he liked to be

involved in the children’s activities. During the winter, when Tony

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was working in Chicago, he drove home on Tuesdays and Fridays so he
could be at his sons’ basketball games. When asked whether they
followed all of their children’s activities, Carolyn said,

Yes, we love it and maybe more than they would like. Dad would

come in from Chicago to watch his sons play on Tuesday and

after the game go into the locker room and talk to them and
leave right from there to go back to Chicago that same night.

Carolyn Rosema was a small, dark, attractive woman with the
Italian spirit. Carolyn had grown up on a farm in a small town; she
graduated from high school but did not attend college. Her parents
divorced after 20 years of marriage, when Carolyn was 18 years old.
She commented, "I don’t know if I would have handled the divorce if
I was younger, but being 18 and on my own, it helped." Carolyn had
worked most of her adult life but took some time off to raise her
children. She was currently a business manager for a clinic, where
she had worked for six years.

Rick Rosema was a high school sophomore. He was short and
slight, had short hair, and was nice looking. Rick was a good
student and had been on the honor roll and academic teams; he also
was a member of the student council and was a class officer. Rick
described himself as follows: "I’m self-confident, and I can do
whatever I want, but I also know that it is going to take hard work
and college to do what I want to do." According to his parents,

Rick is about as good a child as you possibly could wish for.

He rarely is disrespectful, a very good kid. He is very hard

working at school, hard working around here when we ask him to

do something. He is honest, extremely honest. I don’t know if

we have ever caught him in a small lie or cheating or stealing
or anything. He is a good kid.

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Rick was outgoing and friendly and had many friends. He was well
liked by his fellow students and teachers and was trusted by both
his parents and his teachers.

Steve Rosema was an eighth grader. He was taller and had a
more substantial build than his brother. Steve was very quiet and
reserved. He had struggled with school and improved tremendously
the past year. His parents described him in these words:

He is our most sensitive child and takes the least amount of

discipline. He listens very well when you are telling him

something or correcting him; he takes it to heart, and he seems
to learn from it. Steve has matured a lot in the last year,
and he is really a lot of fun for us right now, and he is doing
well in school. We are on him rarely. His attitude toward his
work has changed. He used to give up, but now he seems to
attack it. Steve is a perfect example of sports helping a kid
in school.

Steve described himself as being self-confident but needing to

improve.

Rick and Steve were of French, Irish, and Italian descent.
They were practicing Catholics and valued their religion; they said

it gave them their inner strength.

The Hart Family

The Harts married right after graduating from high school; they
had been married for 18 years. Randy Hart was a balding man of
average build; he was well dressed and took pride in his appearance.
Since graduating from high school, he had worked for an office
furniture company; he had worked his way up to being the lead person
at the plant, with the responsibility of dispatching trucks to

various locations. He was the middle of four children, and he

100‘

admitted to feeling like the stereotypical middle child. Randy had
been born and raised in the community where he still was living. He
was active in the community and school and volunteered his time to
work at school athletic events.

Pat Hart was a tall, attractive woman in her late thirties.
Like her husband, she had been raised in the community where they
were living. She got a job shortly after graduating from high
school, but while the children were small, Pat stayed home and took
care of them. Pat currently was working part time as an assistant
secretary at the local church.

Doug Hart was a freshman in high school; he was tall, clean
cut, and good looking. He arrived home from working on a muck farm
just as the interview was beginning, and he was tired and hungry.
He ate during the interview. Doug was an average student who
probably could get better grades if he tried harder. He was quiet
during the interview, and it was hard to elicit more than one-word
responses from him. He was involved in athletics at school and was
well liked by his teachers and classmates. Doug was beginning to
assert his independence, but his parents still were keeping track of
what he was doing. He will be driving next year, and he saw that as
an opportunity for greater independence. His parents described Doug
as "an easy-going kid who is laid back and mellow. He sometimes
lacks motivation, but he is very kind to others. The is like any
other kid who is 16—-he is always testing."

Cheryl Hart was a seventh grader. She was a tall brunette and

wore glasses. She believed that, once she gets contact lenses, she

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will be more attractive than she is now. Cheryl was more outgoing
than her brother and was involved in numerous school activities.
Her parents described her as "a person who likes to be where the
action is. She likes to have fun and be involved in everything.
She really has a heart and would do anything for you." Cheryl
enjoyed baby-sitting and was very good with children; in fact, she
may have aspirations to become a teacher. She was a better student
than Doug because she was motivated and diligent about her school
work. She had been on the honor roll since elementary school and
was a member of the student council. She had a positive attitude
and was confident about her abilities.

Doug and Cheryl were of Dutch descent and were members of the
Dutch Reformed faith. The family attended church regularly and were
aetively involved in church activities. Randy had been a deacon and
elder, and Pat worked for the minister. In their words, "Religion
is another one of the building blocks in a good relationship. It
establishes morals and values. It is it commitment, something to

believe in."

family Members’ School Experiences
The family is viewed as a collective, with its own perspective.
Thus, to understand why the selected students were successful from a
family perspective, the researcher needed to study the educational
experiences of family members that might have influenced that
perspective. The participants 'were questioned about three

generations of their family: the successful students themselves,

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their parents, and their grandparents. The respondents were asked
about their own school experiences; in addition, the students’
parents were questioned about the school experiences of their
parents. A summary of the educational backgrounds of the successful

students’ parents and grandparents is shown in Table 2.

Grapgparents’ School Experiences

The successful students and their parents were often unclear
about the details of the grandparents’ school experience. However,
all 11 families supplied information on the highest level of
education the grandparents had attained.

‘ With regard to the successful students’ grandfathers, 9 of the
22 had dropped out of high school--a dropout rate of 40.9% and a
completion rate of 59.1%. Mrs. Coates’s father attended college for
one or two years but became involved in his father’s business and
left college before graduating. Mrs. Kort’s father also started
college but did not graduate. The main reason the grandfathers did
not continue their education was that they had to work. In 4 of the
11 families, grandfathers went to work on the family farm. Mrs.
Gates’s father had to quit school during the Depression to help
support his family. TWo grandfathers quit high school and joined
the family business; they never saw a need to finish high school.

Eight of the 22 grandmothers dropped out of school--a dropout
rate of 36.4% and a completion rate of 63.6%. Two grandmothers
started college but did not graduate. One of them was Mrs.

Madison’s mother, who had just one semester of college. The primary

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Table 2. --Educational backgrounds of successful students’ parents
and grandparents.

 

Paternal Maternal Paternal Maternal

 

 

Family Grand- Grand- Grand- Grand- Father Mother
father father mother mother

Coates X H O H H I
Gates X X X X H 0
Hill X X 0 X P G
Start 0 O O X G 0
Brown 0 O O O O P
DePree O O X 0 O H*
Snider X 0 X 0 O H+
Madison X X H O O P
Kort X H X 0 P G
Rosema O O O X 0 0
Hart 0 O O O O 0
Key: X = Dropped out of high school before graduating

O = Graduated from high school

H = Started college but did not finish

G = Graduated from college

I = Graduated from junior college

P = Completed some postgraduate work

* = Completed one year nursing of LPN

+ = Completed two-year nursing program

104

reason these grandmothers tended to stay in school was that their
families were financially stable and the young women did not need to
get a job. The main reasons grandmothers dropped out of school were
to help out at home or get married.

Because none of the grandparents themselves were interviewed,
information regarding their educational experiences was limited.
However, some parent respondents recalled and commented on their
parents’ views about education in general.

Corrine Gates remembered that her father became a skilled
tradesman and continued his education independently through his
trade. She said, "My parents were education oriented and made sure
you were at school; education was very important in the family."
Nancy Coates said, "My mom was one who stressed education. She was
real involved in school and knew how important education was and how
important higher education was, too." Her husband, Dave, said, "Mom
was the primary educator . . . but she did not stress college or
continuing your education."

The large number of parents who graduated from high school and
went on to college attests to the fact that the grandparents
believed in the importance of education. When Jack Hill was in high
school, his parents told him, "We are paying for this education, and
you better get your head in that book and get better grades, and a C
was not acceptable." When Jack decided to attend college, his
parents said, "If you want to go on to college that’s fine, but we

can’t help you financially; we can help in other ways." In all 11

105

families, education was stressed; these parents were told 11) study
and do their best in school.

Whereas the grandparents left school to begin work, they did
not want the same kind of life for their children. They wanted to
create a better financial situation for their children than they had
experienced. Thus, their children benefited from a good economic
condition and an atmosphere of pride and self-esteem. In only one
family did there seem to be disharmony, and this parent had gained

enough self-confidence to complete a master’s degree.

Earents’ School Exneriences

Interviews with the parents of successful students allowed the
researcher to compile data on their highest educational level and
their school recollections. .All 22 parents were present for the
interviews.

All 11 fathers were high school graduates; five of them started
college. Three graduated from college, and two pursued graduate
work. The fathers who did not attend college said they wished they
had done 50. Dave Coates said, "I joined the service after one year
of college. What I planned on doing was to join the service and
when I got out to use the money the government gave for college and
continue my education, but it never worked out." Tom Brown said, "I
never did go on past high school. I sure wished I would have. I
don’t know how much it would have benefited me because I have worked
my way up where I am at now." Finally, Ken Snider commented, "[In

the] middle of my senior year, I wanted to go to junior college, to

106

the police program. But the college dropped it, so I never went on
any further. There were a lot of times I wished I went on to
school. That is why my kids are going on to school."

All 11 mothers were high school graduates; seven of them had
some sort of college experience. Four of the mothers graduated from
college, and two continued with graduate work. Corrine Gates had
taken college courses in taxation for 11 years without obtaining a
degree. Myra Start had wanted to go to a college of design, but her
parents were willing to pay only for Bible college, so she got a job
instead. Carolyn Rosema said,

I never thought I would need an education further than high

school because Tony and I were going to be married and live in

a small town. Tony’s father had a construction company, and

Tony would move into that, so I didn’t need an education. It

wouldn’t have helped me in that small town, and I didn’t think

of furthering my education. Now I regret it.
Pat Hart commented,

I got a job shortly after high school. It was a good job and I

enjoyed it, and so I had no inkling to go on. I got married a

year and a half later. Once I got out of school, I was looking

for a job, but when we got out of school the kids didn’t always
go to college quite as much as now. You almost have to go to
college or you are just about sunk.

As the parents were asked to recall their high school and
college experiences, their personal stories emerged. In the
following paragraphs, the school experiences cH’ the parents
interviewed for this study are discussed, based on the recollections
they shared during the interviews. The interactions between the

parents, when they themselves were students, and the school are

emphasized. An analysis of the findings regarding parents’ school

107

experience follows the discussion of the individual parents’
experiences.

The Coateses. Dave and Nancy Coates both graduated from high
school, and Nancy received an associate degree from a junior
college. Dave’s parents divorced when he was young, and Dave had
little contact with his father after that. Dave’s only male role
model was an uncle to whom he was close. Dave attended a Catholic
school, which was very strict, and he did not enjoy the school
experience. Dave’s mother was his primary educator and made him do
his homework, but she did not stress the importance of education.

Nancy’s experience with school was just the opposite of Dave’s.
Her' mother was involved in school activities. and stressed the
importance of education. Nancy said, "My school experience was
really good; I had a good time. We did a lot of neat stuff, and I
enjoyed school."

When asked whether they were bringing up their children as they
had been raised, Dave said, "I am a lot more supportive of what they
want to do [than my folks were]; I try to help them succeed in
whatever it might be. And we do stress higher education." Nancy
was very positive about the way her parents had raised her. She
said she would raise her children as she had been brought up. "My
parents stressed education and were very supportive of me," she
said.

The Gateses. Marty and Corrine Gates both graduated from high
school. Marty attended a Christian school and graduated from the

high school. He said, "I attended a Christian school because . .

108

my parents were members of the Christian Reformed Church. They
wanted a Christian education [for me]; they felt it was better than
the public education." Marty was unhappy that he did not attend the
public high school because all of his friends went there. However,
he accepted his parents’ decision and, in general, thought his
school experience was good.

Corrine’s parents were very hard-working, education-oriented
people. Corrine explained why her parents wanted their children to
have an education:

My father, growing up in the Depression, came from a family of

five, and so did my mother. My mom and dad worked from the

ground up, and they basically had no money to start with.

Father went to the tenth grade, and my mother went to the

eighth grade, and that was during the Depression. My father

was taken out of school when he was ten because he had to go to
work because his family had no money. Education was important
to them, and they stressed it to me and my sisters and
brothers.
Corrine had no complaints about her schooling. Her parents never
pushed her, and they never questioned her about her grades.
Overall, her school experience was good.

The Hills. Jack and Mary Hill were both college graduates.
Jack earned a Master of Theology and a Doctor of Ministry degree.
Mary had taken some graduate courses, as well.

Jack. was sent to a Christian school because his parents
believed in the value of a Christian education. Once he entered the
Christian school, Jack knew he had to take his academics seriously.

Jack’s father was a self-employed rock-lather and dry-waller, and he

recognized the value of education. Jack recalled:

109

From what I remember from the days of school, it’s not the
material they taught me but what the teachers were like, their
personalities, and they were the greatest models that I had for
life. I can point to several teachers along the way, the way
they interacted with me and their concern for me. Those were
the lasting imprints that you remember.

Mary enjoyed school and did well academically. She attended a
one-room schoolhouse until fifth grade and remembered having some
very good teachers. She remembered that, in this one-room school,

I had a couple of very good teachers and one that was very bad

in my opinion. He scared me to death and threw temper

tantrums, threw erasers and everything and scared me. There
were many positive aspects of that school in that I was helped
by older kids and I helped the younger kids when my turn came.

Mary loved high school and was involved in many extracurricular
activities. She was a member of the National Honor Society and was
one of the top ten students in her graduating class. The good
experience she had in school carried over to her children.

The Starts. Larry and Myra Start both graduated from high
school; Larry was a college graduate, as well. He was the second of
seven children and was the leader of his family. His mother pushed
hard for him to pursue a college education. Larry said, "I was not
real sure I wanted a college education, but Mom convinced me that
was the way to go." Larry enjoyed school and did not get into any
trouble. He saw his father working two jobs to support the family
and realized that having a good education could help economically.

Myra did not elaborate on her school experience; she just said

she enjoyed school. She did not attend college because of lack of

encouragement and support from her parents.

110

The Browns. Tom and Pat Brown were both high school graduates.
In addition, Pat had earned a college degree as well as some
graduate credits. Tom’s and Pat’s experiences with school were very
different. According to Tom,

My parents were basically for education per se but never got on

us to do our homework and were not persistent that our grades

stay at a higher level. Then, I thought it was great, but now

I wish they would have got on me. But they were for education.
When asked whether he had a good experience at school, Tom said,

I didn’t mind going to school. I wish I would have applied

myself much more than I did because I probably would have

something different. But I didn’t have that push to apply
myself. I push my kids because of what I learned in my
childhood.

Pat’s parents were definitely in favor of education. Both her
parents were high school graduates, and her father had started his
own business. Pat’s parents thought that if their children received
a good education, things would not be as difficult for them
financially. Pat was the first person from either side of her
family to go to college. She said, "At that time, it was not the
thing to do if you were a woman. They supported me, but they were a
bit hesitant because they took flack from a lot of people, but they
still followed through." Pat enjoyed school, but as she put it,

I was always pushed, I was in the top ten; I was eighth in a

class of 210. I worked very hard and took all the accelerated

classes. I was probably positive, but I had to work hard all
the way through.

The DePrees. Chuck and Janet DePree were both high school
graduates. In addition, Janet had one year of nursing school.

Chuck’s parents both graduated from high school, and his mother went

on to secretarial school. His parents valued education and sent all

111

their children to (Jwistian grade school. Chuck then attended a
public high school. Regarding his experience with school, Chuck
said it was hard for him and that he struggled academically.

Janet’s family also valued education; in fact, her father
insisted that each child have at least one year of schooling beyond
high school. Janet did not enjoy school and said, "Neither one of
us [Chuck and I] enjoyed school. School was hard. We both are like
Wendy; we struggled. We were on the dairy farm and had chores to
do." Because of the chores she had to do before and after school,
Janet did not have much free time to enjoy school or extracurricular
activities.

The Sniders. Ken and Margaret were both high school graduates;
in addition, Margaret earned a two-year nursing degree. Education
was important to Ken’s family. His father had dropped out of school
because he had to work on the family farm, and his mother had
dropped out because most women in her community just did not go on
to high school in those days. Ken attended a Catholic school
through eighth grade and earned straight .A’s. In high school,
though, grades were not as important to him, perhaps because he had
transferred to a public high school. Also, he had to work on the
family farm after school. He said,

My responsibilitie5--I was on the farm, so at night because my

dad worked second shift, the chores were mine and/or my

brother’s. When my older brother left, the chores were all

mine. Every Saturday, I was with my dad from morning to night
doing something; there was not a whole lot of free time.

112

Ken enjoyed school but wished he could have taken part in more
activities. His parents said he could participate in one sport, so
he chose baseball. However, during his senior year he went out for
football and baseball and enjoyed them both. He regretted not
having been allowed to play both sports throughout high school.

Both of Margaret’s parents were high school graduates; in
addition, her mother went to secretarial school for six months.
Margaret’s father was a trouble-shooter for Firestone Tire Company
and was frequently transferred. Thus, Margaret attended seven
different schools in 13 years; she said she enjoyed them all. She
stated, "Both my parents stressed education; in fact, they demanded
good grades from us." Margaret attended the same high school for
three years and graduated second in her class. Following
graduation, she attended nursing school. Margaret completed the
three-year program in two years and was third in her graduating
class.

The Madisons. Marshall and Joyce Madison both graduated from
high school. Marshall went (Hi to apprentice school, where he
learned tool and die making. Joyce pursued a college education,
earning a master’s degree in guidance and counseling.

Marshall’s parents owned a grocery store and devoted so much
time to the business that they were not involved in their children’s
education. Marshall played sports and was offered football
scholarships, but his parents did not express any interest in this
opportunity, so Marshall enlisted in the navy. Participating in

sports was probably what kept Marshall in school; his brother, who

113

did not participate in athletics, dropped out before graduating from
high school.

Joyce liked school but thought she had no identity of her own
there. Because her father was president and treasurer of the school
board, he was the important person at school. Joyce was known as
Pete’s daughter and had to live with that identity throughout high
school. She made the best of it and was determined to be more than
her father’s daughter. According to Joyce, her mother was the
typical fifties wife and mother. She stayed home, while her husband
worked. Joyce’s mother advised her, "Don’t be only a housewife."
That advice stuck in Joyce’s mind, and she went on to complete
college and earn a master’s degree. To Joyce, education was one
means by which she could prove her worth to her father.

The Korts. Ken and Sue Kort were both college graduates. Ken
described his parents’ educational background and his own
educational experience in this way:

Neither one of my parents graduated from high school. My dad

[finished] eighth grade; I don’t know if my mother went even

that far. They were very interested in education; they were

very supportive of schools. I am the only person in my family
that is a college graduate. My parents were very, very proud
of me because I got a college education. I paid most of my own
way, although my dad did help; but I earned my money by working

for him most of the time. I feel I had support that way. I

was a good student, A-B student, and very involved in school

and enjoyed school a lot.
Ken added that, if it had not been for sports, he would not have

enjoyed school as much as he did, and perhaps his grades would not

have been as high as they were.

114

Although Sue’s parents valued education, she was just an
average student. She liked to have fun and was more concerned with
the social aspect of school than with academics. Sue especially
enjoyed the extracurricular activities.’ Because Sue’s parents
pushed education, she went to college and became a teacher. But she
later: decided that staying at home and being a mother to her
children was more important than teaching other people’s youngsters.

The Rosemas. Tony and Carolyn Rosema both graduated from high
school. Tony described his experience with school in these words:

My father owned a company, and everything was geared toward me
going into that field. I thought about college early in high
school, but I didn’t do well early in high school. I went
through eight .years of' Catholic school, and doing well in
school was very important to my family and probably to me too.
During my freshman year, I didn’t do real well, but it picked
up my junior and senior years. I only considered college my
sophomore year because I thought I could play football. I
didn’t grow a lot, and it became apparent to me that football
was not going to be a future. I put college out of my mind. I
went into my junior year and went into a home-building class
for half the day and the other half in the office. I was
enrolled before the school year ended in carpentry
apprenticeship class. It was a union trade, so everything was
geared for me to go that route. As I look back in my field, it
was easy for me not to look at college. My parents never
pushed me, and my father probably never discussed my going to
college. School was very positive.

When Carolyn was asked whether she had a good experience in
school, she said it was "real good, very positive; I loved school.
I was in the National Honor Society and was homecoming queen. [But]
my parents never pushed me to go on, and the school did not have
good counselors to guide me." Thus, she saw no need to pursue her

education after high school.

115

The Harts. Randy and Pat Hart were both high school graduates.
Randy had a good experience at school. He was an average student,
and his parents were very supportive of him all the way through
school. Randy said, "They made it well known [that] if I wanted to
go to college they would do their best to send me. I had no desire.
I was ready to go into the work force." Randy said that he enjoyed
school except for one class; he and the teacher did run: like one
another.

Pat’s school experience also was a good one. She said, "I
loved school because of the friends and what we could get into."
She was an average student, preferring the social aspects of school
to academics. Although Pat’s parents believed in the value of
education, they did not push her to make the honor roll or to

improve her grades.

Apalysis of the Findings

In this section, data regarding the educational experiences of
the successful students’ families were presented. The grandparents’
and parents’ educational backgrounds also were discussed.

The grandparents who dropped out of school had compelling
reasons for doing so, primarily the need to help their families
financially. They tried to improve their lives by working hard and
being involved in their community and/or the local school system.
For the most part, the grandparents tried to instill in their
children the value of a good education and were willing to help

provide a college education for them. Myra Start’s parents

116

stipulated that she go to a particular Bible college. Tom Brown’s
parents were too poor to send him to college but would have
supported him spiritually if he decided to go. All except one of
the parents’ siblings graduated from high school, and some went on
to college.

Education was valued as a means of obtaining a good job, but
the social importance of education also was cited. The respondents’
school efforts were based in large part on compliance with school
expectations. Achieving A’s and 8’s was important, and some parents
considered it unacceptable to get C’s and IRS. The parents were
proud of their academic and extracurricular achievements. School
achievement helped build their confidence and determination.

The school behaviors of the interviewees were characterized by
conformity to school rules and participation in extracurricular
activities. ”Rewards were gained from academic achievement and from
participation in school-sponsored activities.

School experiences were pleasant for all parents except the
DePrees. These parents had been accepted by their peers and
teachers, and they got along with the groups comprising the school.

Parental support was evident in all but one family. These
students knew that if they got into trouble at school they would be
in worse trouble at home. The family culture provided much
preparation for school because each family supported and was
involved in'school ,and its activities. These students received

numerous rewards, such as being members of the National Honor

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117

Society, homecoming queen, an all-state football player, and being
in the top ten academically.

In the interviews, the parents did not mention having many bad
or inept teachers. Mary Hill said one teacher had scared her, but
she also mentioned some teachers whom she appreciated. Randy Hart
said there was one class he did not like, but he still enjoyed
school. Jack Hill said he greatly admired his teachers; they were
the best role models he had in his life. Overall, teachers,
administrators, and other school personnel were held in high esteem.

The data suggested that these families accepted the school’s
educational values and the beliefs on which schools are organized.
The culture and interactions of the homes in which they had been
reared, and to which they had adapted, meshed with the culture of
the school. The family values, traditions, and education resembled
the education and training they received at school.

In the next section, the experiences of the successful students
within their families are examined. 'The focus is on the
interactions within the family, viewing the family as the primary

reference group of the successful student.

The Successful Students’ Family Experiences
In this section, the successful students’ family experiences
are reported. The focus is on the successful student as a member of
the family collective. Barnhart and Barnhart (1983) defined
experience as "what happens to a person; what is seen, done, felt,

or lived through" (p. 748).

118

In the following paragraphs, the experiences that occurred
during the students’ formative years are discussed. The students’
early training and value orientation are considered. Other topics
that are examined include socialization to norms, early family
dynamics, and the students’ experiences during their formative
elementary school years. The researcher’s intention was to explore
the quality of the selected students’ family experiences in relation

to the quality of their school experiences.

The Coates Family

Sally and Jim Coates’s childhood years were characterized by
assistance with educational tasks, family cohesiveness, a strong
sense of responsibility, and supportive family rituals. As a
result, the children became self-reliant and self-confident. They
remembered doing chores and performing household duties as a family
and having fun doing them.

Nancy Coates was the coordinator in this household. Both
Nancy and her husband had decided that she would stay home with the
children during their formative years. He explained:

We talked it over before we had kids--that if we could afford
it, we were pretty sure we could, that we wanted Nancy to stay
home. The reason was we felt that having a parent home rather
than having your kids be watched by someone outside the family
and getting their influence and being with them a lot of the
time, we would rather them be with us and learn our values and
have us teach them to grow up and have our guidance.

In her mothering role, Nancy Coates had focused her attention

on engendering self-respect in the children and seeking effective

119

schooling for them. Sally and Jim both were enrolled in preschool
to give them a head start on elementary school.

The children’s early years were spent accompanying their
parents on many trips and playing games as a family. Nancy said,

We helped them count, we traveled with them around the country
and around the local area, we went camping, and we took them
out to dinner. By taking them out to dinner, it helped them
socially, getting them to act properly at a restaurant and
[learning] how to act around other people.

Daily and weekly chores and responsibilities were part of the
daily routine at the Coates household. Jim said, "If you grew up in
a household where you didn’t do anything, your house that you live
in would be really bad." Sally added, "You learn responsibility [by
doing chores]." Dave noted,

It helps to build character when they know they have it
responsibility, self-esteem, and when they finish [a task],
praise it and tell them they did a great job. They are more
apt to continue if you praise them; if you say nothing, then
they say to themselves, "Why try?" They don’t care.

When the children were asked what their family meant to them,
they said,

Our parents are very important to us. They are the ones who
encourage us to do things. They have taught us values and
morals and a positive attitude. If we didn’t have anyone to
encourage us as they do, we probably wouldn’t be where we are
today. Our relationship with our parents is a very positive
one.

The parents were asked, "In your opinion, what is the key or
keys to being a good parent?" Nancy and Dave cited several factors:

The keys to being a good parent are: (a) Being a friend to
your children. Let them know you are human and make mistakes.
(b) Be a loving, caring parent. You can always love your
children by letting them know you care and are ready to listen
to them. (c) Very patient. (d) Understanding. Try to

120

understand their point of view. (e) Be honest with them. (f)
Supportive. (g) Firm in your discipline.

The Gates Family

Tom and Bill Gates’s early years were filled with love,
educational opportunities, family togetherness, a supportive family,
and a sense of responsibility. During their childhood, the boys
were given a solid foundation for school and life. They did many
things with their family--from chores to travel.

Corrine Gates had most of the responsibility for raising the
boys. She explained it this way:

I didn’t want to split; I felt that their loyalty had to be to
us and their values had to be our values, and you cannot split
that. You have someone come in for six to eight hours a day,
telling them their values and their attitudes and their way of
coping with problems, and then the kids are not picking up on
what you want them to learn. It is important that they learned
what we wanted them to learn. We always planned it that I
would stay home.

Corrine and Marty were very protective parents. They selected
the teachers they wanted for the boys and became very involved in
school to make sure their boys were being treated properly. Marty
also coached the school’s junior varsity soccer team.

From the time their boys were very young, Corrine and Marty
were actively involved in their education. Marty asserted,

Corrine made sure they had certain teachers; she was there at
school with the principal, where they were expecting her every
year. We did things extra that we thought was important to
their education. We took them to plays, musicals, and science-
type museums. Travel to us was a real education. We would
bring people in that we thought were suitable for them to play
with. Because we lived out in the country, we had to transport
their friends in. I had to know the families before the
children came. -

121

When questioned about the travel and other educational
experiences their parents provided for them, the boys commented,

Oh, yeah. It made you feel good, especially when you went to
school. You can talk about things you have seen, or when a
teacher would ask a question, you were there and knew about it.
It makes you feel better about yourself and more intelligent.

Contributing to the cohesiveness of the family were shared
chores and responsibilities. When asked whether the children had
chores or responsibilities, Corrine and Marty answered,

Not really. We all work as a family; whatever needs to be
done, it gets done. There is not one set thing. We are a
different working family. We all work together; it is not just
one person’s job. If it needs doing, someone does it” When
they were younger, they were better than now. We accomplish
the fact that the kids help us because we do it for each other.
If they didn’t help, we said, "Get up and help us." If we go
through a door and one of them didn’t open it for Mom, a
question would be asked, "Why didn’t you hold the door open?"
The kids that do not do things at home that I have seen are off
doing their own thing and are separate from their family. I
have always told my kids, "You are part of this family." When
kids tell me that they have to be paid to baby sit their
younger brother or sister, I think that is obscene. I think
that you do it as a family member. The kids realize we do a
lot for them, not just monetarily. If they want to go
someplace, we will try to help them get tickets or whatever.

The boys said they felt like they were an integral part of the
family because of all the things the family did together. When
asked whether he would raise his own children as he had been raised,
Tom said,

In some ways, and in some ways not. I am more liberal and open

minded than my parents are. But there are morals and respect

and the ways they helped me build my self-confidence that I

would do exactly the same way.

Corrine said the key to being a successful parent is:

Unconditional love. Even though you are sometimes disap-

pointed, you are angry, you are frustrated, that child still
has to have the confidence that he knows you love ifinn What

122

you are doing for him is not a punishment, but you are trying
to do what is best for them. They know how angry I get with
them, but that I will love them more than anyone else in this
world.

Marty added: "Do things together; spend time with your kids. I am
always available for the kids. Set up sensible guidelines. Follow
their education and their extracurricular activities, and be a good

role model."

The Hill Family

Susan Hill had been raised in a family that was very caring;
religion was a central part of their lives. Susan was privileged to
have a mother who was a teacher and a father whose job allowed him
the flexibility to be with her when 'needed. Through her
relationship with her parents, Susan had been given a sense of
caring, a Christian base, support, trust, and assistance with
academic problems.

Susan went to preschool; Mary said the experience had been good
for her:

Susan was shy. When she was three years old, Kimberly was
born, and we thought maybe it would be good for her to go to a
little preschool. So at four, she went to preschool. Susan
has an August birthday, and at five we had a problem of whether
to send her to preschool again or' kindergarten. The school
system said she was ready to go to kindergarten. Academically,
she was ready, but she was still very shy. So we talked to the
elementary principal and said we would like to have her go into
D-K [developmental kindergarten]. There were no openings. We
decided not to send her to kindergarten. We would keep her at
home and home-school her. To get her involved with kids, we
would sign her up in group piano lessons and do our own things
with her. A week before school started, the principal called
and said there was an opening in D—K. She ended up going to
D-K. She had a great D-K teacher, which was worthwhile for
her. In second, third, and fourth grades, she went to a small
four-room school, which was really good for her because it was

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small and she knew everyone. She felt confident. Making the

transfer from fourth to fifth was very hard for her. During

the middle of her fifth-grade year, she started to blossom and
came out of her shell.

This family was a close-knit one. They had a cabin in the
northern part of the state, where they vacationed in the summer.
Susan said, "These are times I will remember forever." She helped
her younger sister study and had taught her the effective study
habits she herself had learned from her parents and teachers. When
asked what family meant to her, Susan replied, "I feel secure. I
look forward to coming home to a nice environment. . . . I hate
going away." A

To the Hills, family was a home, a safe place where you could
say what was on your mind and always be accepted. The key to this
family’s success is summed up in Jack’s statement: "I think
spending time with the kids. I will drop what I am doing to play or
help my children." Asked why he thought his children behaved
whereas some others do not, Jack said, "[Those who misbehave] do not
get enough attention at home; they act out and try to get attention
other ways. It is not the house but the home; home is people, and

people getting along with each other." This is the type of home the
Hills have--it is people getting along with people.

The Start Family

Jane and Sarah Start had been given encouragement in terms of
their education, a sense of responsibility, and a supportive family.
In the last few years, they had been receiving more attention from

their father. Larry admitted that he had not spent enough time with

124

the children when they were younger, and he was striving in) be a
better role model for them.

Myra had been given primary responsibility for raising the
children because Larry' worked long hours to support the family
financially. Myra felt fortunate that they could afford to have her
stay at home with the children. Larry put it this way:

That’s the way it was done; there was nothing special about it.

Mom loved the kids, and it came naturally. We believed firmly

that it was the best choice we made. There are a lot of people

who say they really need an extra income, but they don’t. They
want that extra income because they want every toy that comes
along, as opposed to staying home with the kids.

The Starts sent their children to preschool to expose them to
other children their own age. "We lived in the country with no
neighbors, and the kids never played with other children, and I felt
that was really important."

Jane and Sarah had done well in school because of the work
ethic they had learned at home. Jane said,

When we were little, my dad was a real workaholic and we always

had chores. Every Saturday was a work day, and I think that is

where the experiences that we have learned from our family has
helped in our life and education. We have an appreciation of
work and where it will put us.

The girls were asked whether their parents were good role
models and whether they were proud of their parents. They answered
both questions affirmatively. Jane said,

The reason we feel that way is because they don’t sit home all

day. They get stuff done. I admire their work habits; they

both work hard and have done good jobs. I work at Little

Caesar’s Pizza; my manager is so lazy, and she does awful work,

and I just can’t stand it. You see that my parents have a good
work ethic.

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Jane defined family as "a purpose, security; these guys will
always be here, and I’ll be glad to see them. I really value
talking with my parents." Sarah noted, however, "I will love it
when I am on my own and get away." Tom Gates had an answer for
Sarah, though, when he said:

This is a home. You realize how much of a home it is once you

go away. When you are here all the time, you want to get on

your own. I enjoy being away, and a long ways away at school,
but it is a great feeling once you come home.

The key to being a good parent, Myra thought, was "time, giving
the kids my time. It is like the kids are my priority. They come

first." Larry summed up the key to being a good parent as

"priority, interest, and time."

The Brown Family

While they were growing up, Brenda and Bob Brown had been
exposed to a supportive and cohesive family, resources to assist in
their education, discipline, and a sense of responsibility. The
children had an added advantage because their mother was a teacher.

Before they had children, the Browns made a decision that they
believed had helped the children in their education and social life.
Tom put it this way:

Before the kids were born, we planned that Pat would stay home

with the kids. Together we made that commitment once our kids

were born. We were there for our kids. . . . When Pat was

working, to help defray the cost, we set ourselves up so we

wouldn’t have to worry about the financial part of it.

Brenda and Bob had a head start educationally because they had

attended preschool. Their parents sent them to preschool, not for

academics but the social aspects. Pat said, speaking of Bob,

126

"Because there were no kids his age [in the neighborhood], we wanted
him to play with other kids. We wanted the social aspect of it. He
didn’t need any of the other because I did it. I was home with him
if he needed any help with school work." Tom added, "We thought it
would make him a better kid."

Tom and Pat had tried to expose their children to experiences
that would enhance their education. When asked whether the family
did things together, they answered that they did almost everything
together. Tom added:

The vacations we have taken have helped our kids with their

education. It helps them understand that we have things here

that a lot of other people don’t. They appreciate what we
have, appreciate our state, how we live, and they see how other
kids act.
The Brown children agreed with that statement. Brenda said, "Travel
helps us in our education because we now know the places the
teachers are talking about."

When asked what she thought was the key to being a good
parent, Pat replied,

Being willing to take the time that it takes. You have to be

very unselfish together because we sacrifice a lot of time and

things that we could be doing. Be there for the kids no matter
what it is, even though we do not like to go.

Asked why they thought their children were good and why some
other youngsters misbehaved and perhaps dropped out of school, Pat
said,

Two reasons. Basically, one of the reasons is that they may

not be successful in school and other areas and they are

compensating for this by causing problems. The other reason is

that they are not cared for or they don’t feel that they are
cared for; maybe they are, but they may not feel it.

127

Tom added,

I don’t blame the kids. I blame the parents for not supporting

them, not disciplining them when they should have. Most kids

are good kids, and if the parents supported them totally, they
would be all right.
The DePree Family

Wendy and Michelle DePree were being raised in an atmosphere of
love, support, understanding, caring, discipline, and religion.
The DePrees spent time together as a family, traveling and playing
games togetheru When the children were young, Janet stayed home
with them. Chuck said, "Mom stayed home with the kids. She was
always home. That was a decision that was made before we had kids.
That was our plan, and it worked out. I had a good-paying job at
the time." Janet added,

I never quit my job; I went on a leave when I had Wendy, and

when I had her I never thought about leaving her with somebody.

I didn’t have to, and I didn’t want to. You just didn’t work

when you had kids. Twenty-two years ago, that was the thing;

when you had kids, the wife stayed home and the husband had a

good enough job to provide for the family.

Most of the family’s leisure time was spent participating in
church activities. The family was devoted to their religion and
professed it as much as possible. They read the Bible morning and
night. Most of the activities in which the girls were involved were
church related. Chuck said that "religion is number one" in their
lives.

The DePrees’ life style was characterized by hard work. All of

the family members worked in and around the house. Michelle said,

"We have chores and work to do. I have to dry the dishes, clean the

128

table, clean the bird cage, iron, vacuum, help with the wash."
Wendy chimed in, "I set the table, dust the mirrors, vacuum. The
role in this family is to help out." When asked what held this
family together, they replied, "Love." Michelle added, "Having our
parents means a whole lot to us. We would not be where we are now

without them."

The Snider Family

Ken and Margaret Snider saw their primary responsibility as
educating their children. They had tried to provide an environment
conducive to learning, and they purchased educational materials to
help foster their children’s learning. They had sent their children
to preschool and supported them throughout their school years.
Margaret had stayed home until Brad was in sixth grade because, as
she said, "I wouldn’t leave them with a babysitter; it didn’t feel
right." The .Sniders had taught their children certain values.
Margaret said,

Life isn’t fair. We are not all dealt the same hand. We try

to teach the kids to make the best out of what you have. You

have to work for what you get. Another thing we have taught

them is honesty. We push that hard. We teach them to be good

citizens. We have come down hard on our kids on their

citizenship grades more than we have on their [academic]

. grades.

The Snider children were active in many sports, and their
parents attended as many of the children’s activities as they could.
When asked whether she put a lot of time into being a parent,

Margaret answered, "Probably too much." Ken added, "98 percent of

the time." Sarah concurred with this assessment and commented to

129

her parents, "You guys never go anywhere by yourselves; [it’s]
always with the family." When following their children’s
activities, Ken and Margaret often had to attend different events.
As Margaret said, "There are times that Ken is at Tim’s and I am at
Brad’s, and we meet in the middle. We always try to have someone at
one of their games. You have to have someone at the event."

When asked what she thought was the key to being a good parent,
Margaret replied,

Number one is caring, and even more than that is selflessness.

You have to know that the kids come first, and I think when you

put yourself first, whether it is your job or your health club

or whatever is your thing, you lose that caring.

The Sniders valued voicing one’s opinions and beliefs. They
did not have to accept the other person’s opinion, nor were they

afraid to challenge or argue. Yet, the adults clearly were the

authority figures in this household.

[he Madison Family

Marshall and Joyce Madison had devoted their lives to raising
their children. Their youngsters were the parents’ fun,
entertainment, sorrow, joy, and everything in between. Joyce had
given up a teaching career to care for the boys. When asked whether
educating one’s child is a basic function of a parent, Joyce and
Marshall together said, "Yes." Joyce continued:

We have separated ourselves, unfortunately, from some very good

friends who don’t share those values, and we don’t understand

it. People who have $100,000 boats say that Hope College is
too expensive. We say, "Wait a minute, where are your values?"

130

Marshall added,

I have people at work who tell me flat out, "If my children

want to go to college, they will do it on their own. I am not

helping them." They won’t, either, and they have the means to.

I look at it this way: It is our job to prepare them to live

an adult life that is fulfilling. How can you have a fulfilled

life and be ignorant?

The Madisons spent time together as a family. Family dinner
time was an important part of the day. John said,

In the early years, we made a pattern of doing things together

as a family. It was always a tradition to eat dinner together,

and we still do. [Our parents] never asked too much of us.

When we did things, they never said, "You have to go here or

there." They had a pretty good understanding when they were

asking too much. Eating at the table all together is how they
were brought up, and it is the one time of the day that you can
pull all of us together.

Tony and John participated in many sports. When asked how
important it was for their parents to be at their games, Tony
replied, "The key thing was their support." The parents were asked
whether ‘they followed their' children’s activities. rJoyce said,
"That was our social life, and it was fun."

Tony and John realized the importance of family and of their
parents’ support. Tbny said, "Fundamental to my success has been
the family and the support I got from them." John concurred: "My
parents took us as far as they could go. They set us up; they built
the foundation. They took it as far as possible with their support,
praise, and what have you."

According to Marshall, the key to being a good parent is:

Love [and] unity of the parents. We may have disagreed on

discipline, but we presented a united front. Strong parenting

requires togetherness. If you don’t have love there to begin

with, then the family is doomed. If [the parents] did not have
a good relationship, things would not get done. When the kids

131

see that love, they know there is something special happening

in this family.
The Kort Family

Of the 11 families that were interviewed for this study, the
Kort family was the only one in which the student sat with her
parents to answer the questions. Ken Kort said, "We have nothing to
hide from Mary, and she has nothing to hide from us." Their answers
did not seem to be inhibited by the fact that they were answering in
front of the person they were discussing.

Ken’s being a varsity basketball coach and a teacher had been
good for Mary. She had been brought up by parents who could help
her with school work. Sue did not work while Mary was growing up
and is there even now when Mary comes home from school. Mary said
she appreciated having her mother at home after school. She
commented, "It was important to me. It is important because, if I
had a rough day, Mom was there to talk it over with."

Religion was an important aspect 0f the Korts’ family life.
Sue’s healing of an debilitating illness had strengthened their
faith. Mary, too, said, "If I have a problem or need an answer, I
can get it from my religion. If I follow it and follow what I am
supposed to be doing, it will work out. It gives me good morals,
values, and attitudes." The values to which Mary referred were the
Christian values her parents had instilled in her.

Keys to a successful family are showing love and consistency,

sharing concern, and communication. In the Kort family, the lines

132

of communication were always open. Mary said, "I can talk to Mom
about anything; we are really open to each other."

Upon entering the Korts’ home, one senses an atmosphere of love
and comfort. The Korts express great love for one another. If one
hurts, they all hurt. The family members have a deep sense of

feeling and respect for one another.

The Rosema Family

Tony and Carolyn Rosema had raised three children. Both
parents were from Catholic backgrounds; they had brought up their
children in the Catholic faith and attended church regularly.
Carolyn stayed home for ten years to care for the children and, at
the time of the study, was working as the medical manager of a
clinic. Tony had just taken a new job as a construction
superintendent.

The Rosemas’ home was a haven for children; both Tony and
Carolyn enjoyed young people, and their home was always open to
visitors. The Rosemas were involved in their boys’ sports and had
been transporting them ix: various camps for ‘three-on-three
basketball tournaments. The boys loved their family vacations,
especially when they went to their cabin in the northern part of the
state. Rick said, "I love going up north." They fished, hunted,
and just relaxed and enjoyed each other’s company.

Authority was shared in the Rosema household, and family
members talked out their problems. With regard to expectations for

the children, Tony said, "What I expect them to be is good citizens,

133

whatever they go into. Whether they go to college or a trade
school, whatever they do is to be honest and be a good citizen."

The Rosemas believed that a college education was extremely
important because, for those without college, the future is not too
bright financially. They stressed the value of college to Rick and
Steve, but not to the point of arousing conflict. Rick said he
intended to attend college: "The reason I am going is because I
think in order to . . . have a good life after [high] school, you
need a college education." Steve concurred: "To be successful you
need to go to college, and my parents have said that it is hard to
get a good job if you don’t have [a college degree]. I always
thought about college." For the Rosemas, the key to being a good

parent was "love and consistency."

The Hart Family

Randy and Pat Hart had made numerous sacrifices for their
children. Pat stayed home when the children were young; when she
returned to work, it was on a part-time basis. At the time of the
study, she was an assistant secretary at a church. This position
allowed her to be home before the children left for school in the
morning and when they returned home in the afternoon.

The Harts had sent their children to preschool. Pat said,

We wanted them to play with children of their own age, and we

wanted them to get into a routine. We wanted them to know what

school was all about and not just watch Sesame Street on TV.

We figured it would help them when they got to kindergarten.
We wanted them prepared when they got to school.

134

The Harts also tried to be good models for their children.
According to Randy,

When I was young I appreciated a good drink. It comes to a

point now that you can’t sit here and tell your kids, "Don’t

let me ever catch you drinking" if you are going to do it
yourself. It is so hypocritical. What you do speaks so much
louder than your words, so you clean up your own act.

The Harts saw to it that Doug and Cheryl had chores and
responsibilities. From early childhood there had been study time,
with one parent there to help with homework. Vacations in the
children’s early years were enjoyable, but now that Doug had a job
it was more difficult to schedule family trips. For the Harts, the
keys to being good parents were support and trying to teach children
responsibility and respect, basic morals, and caring about other
people and their feelings.

Risk Factors Associated With
Dysfunctional Families

Okey (1990) claimed that school dropouts’ family experiences
are characterized by conditions commonly associated with family
dysfunctions. Then the reverse also might be true--that successful
students’ family experiences are characterized by a: lack of
conditions usually associated with dysfunctional families. The term
risk factors has been used to refer to conditions that interfere
with normal child development (Schorr, 1988). Such risk factors
often are part of the dropout’s family culture. Then it might be
argued, as well, that if these risk factors are absent, normal child

development can occur, and the very lack of these risk factors might

be considered part of the family culture.

135

To determine whether the families in this study had any of the
characteristics of dysfunctional families, they were given the
Family Risk Factors Questionnaire» to complete (see Appendix C).
Survey responses indicated that very few of the risk factors
associated with dysfunctional families were evident in the families
interviewed for this study.

Frequent use of alcohol was found in only I of the 11 families,
and that was not in the immediate family. Adults in these families
consumed alcohol only on special occasions, or did not drink alcohol
at all. None of the successful students had a drinking problem or
even drank alcoholic beverages. None of the interviewees reported
any mental and/or physical abuse.

None of the families in the study relied on welfare or Aid to
Dependent Children for support. It was surprising that the DePrees
were not on public assistance, but Chuck managed their money so well
that they could survive until he again found steady employment.
Each family managed its resources well enough that the mothers could
stay home with the children while they were young.

All families were intact; none of the parents were separated or
divorced. All the children, even those who had graduated from high
school or college, lived with their parents.

Three of the 11 families had discontinued their church
attendance, although they espoused strong moral values. Marshall
Madison said,

It was my decision, right or wrong, because of circumstances of
conflict. Joyce was put through quite a lot of religious

136

ceremonies and arguments, and she was not going to have her

kids put through what she had to be put through with her

family.
Joyce added,

We read to the kids Bible stories, and we went to church
occasionally and left them illiterate in Biblical terms. When
something needed to be explained, we handled it. In college,
they took classes on religion on their own. Their friends are
all religious, and we as a family have every single value that
these families have, and we have not gone to church. We gave
them a choice of going if they choose to. We tried to give
them every single religious value, moral value, that they were
teaching in the church.

The other two families had similar beliefs regarding formalized
religion. The parents had been brought up in religious families and
had taken their children to church 50 that they would have that
experience. They then let their children decide whether they wanted
to continue attending church. Family traditions were being followed
in the parents’ generation.

None of ‘the family' members, including the students, smoked
heavily or had serious health problems due to smoking. Two of the
22 students had health problems, but they were coping with them.
None of the family members had criminal records.

The absence of a parent and strong family relations also were
considered. According to Coleman (1988), parents have "skills and
capabilities that make them . . . productive" (p. 221). This is
human capital. Parents’ ability to form relationships with their
children in order to benefit from the human capital of the parent is
"the social capital of the family" (p. 223). Low social capital can

result from a parent’s absence, parents lacking human capital, and

‘137

parents failing to form strong relationships. Low human capital was
not evident in any of the families included in this study.

A poor male role model was evident in only one family. In this
family, a close relative, not the student’s father, was the poor
role model. The findings pertaining to the presence of family risk

factors are summarized in Table 3.

Apalysis of the Findings

In this section, data were presented regarding the successful
students’ family experiences. It was found that the families in '
this study were similar in many ways. For one thing, 20 of the 22
students in the study had attended preschool. These children’s
parents thought the youngsters should go to preschool, not because
of academics but for socialization. The Browns said, "We wanted
preschool for the social aspect of it." Mary Hill said, "Susan was
shy; [we thought] it would be good for her to go to a little
preschool." Parents also took their children out to dinner to teach
them the social graces. Nancy Coates said, "By taking them out to
dinner, it helped them socially, getting them to act properly . .
and to act properly around adults."

In reviewing the data, the researcher discovered two key
findings. The first was that all of the mothers who were
interviewed had stayed home with their young children; just a few of
the mothers returned to work after their children were in school.

According to the literature, one of the characteristics of a good

138

Table 3.--Presence of risk factors in the families included in this
study.

 

Risk Factor
Family Total
A B C D E F G H I J K L

 

 

Coates O O O O O O X 0 O O 0 O 1
Gates 0 O O O O O O O O O O O 0
Hill 0 O O O O O 0 O O O O 0 0
Start 0 O O O O O O O O O O O 0
Brown 0 O O O O O X 0 O O O O 1
DePree O O O X 0 O O O O O O O 1
Snider O O O O O X 0 O O O X 0 2
Madison X 0 O X 0 O X 0 O O O O 3
Kort O O O O O X 0 O O O O O 1
Rosema O O O O O X 0 0 0 O O O 1
Hart 0 O O 0 O O O 0 O O O O O

 

Note: Totals are purely numerical. No attempt was made to weight
the factors.

Alcoholism/substance abuse--parents or relatives
Alcoholism/substance abuse--students
Physical, mental, or sexual abuse
Unemployment

Welfare/ADC/Social Security/disability
Frequent or traumatic moves
Termination of religious practice
Smoking, poor health--parents

Smoking, poor health--students

Low social capital

Poor male role model

Criminal record--students

Key:

Evidenced in family
Not evidenced in family

o>< I—KQHICD'FII'T'IDOW)

139

home is that the mother or father stayed home during their
children’s formative years (Clark, 1983).

The second noteworthy finding is that these students respected
their parents and held them in high esteem. The students indicated
that their fathers and mothers were good role models. These parents
had sacrificed and were willing to do anything for their children.
The children were their lives.

Discipline and responsibilities were mentioned by all of the
families. The word consistency was used when discipline was
discussed. The parents did not let their children run wild. They
knew where their youngsters were, and if students were going to be
late, they called home to let their parents know. All of the
families had curfews, and students were punished if they broke the
curfew. Family members shared in the chores and responsibilities.
By helping around the house and assuming responsibility, the
students knew they were important members of the family.

Parents had high expectations for their children. These young
people were expected to achieve well in school and to have the
ambition to go on to college or a trade school. These parents
instilled morals and values in their children, as well. Jack Hill
said, ”We emphasize three things: Be respectful, courteous, and
obedient." When Susan Hill was asked to describe her values, she
repeated the same ones her father had mentioned. She knew what her

parents expected of her.

140

In addition, these parents tried to build high self-esteem in
their children. Each of these students thought highly of himself or
herself. Some admitted they still had a way to go but that they
were developing self-confidence. For the most part, they thought
highly of their abilities.

Finally, few of the risk factors associated with dysfunctional
families were evident in the families included in this study. In
looking at the 12 risk factors shown in Table 3, it can be seen that
four families had none of these risk factors, five families had only
one, one family had two, and one family had three. Of these
factors, traumatic moves and termination of religious practice
occurred most frequently. The effects of traumatic moves are
alleviated over time. The parents who terminated their religious
practice had sufficient religious training to teach their children
and to live by a religious/moral code. These families were not

dysfunctional, which helps explain why the students were successful.

The Successful Students’ School Experiences

In the preceding section, the successful students’ family ‘
experiences were presented. The focus was on the student as a
member of the family collective. It was argued that the successful
student’s family is characterized by good role models, high self-
esteem, a positive self-image, self-discipline, high expectations,
respect for others, religious beliefs, responsibilities, trust,

support, and a sense of belonging.

 

141

In this section, the findings regarding the successful
students’ school experiences are presented. The focus shifts to the
successful student as a family representative. The researcher
expected to find that successful students’ school behavior would
pattern what they had been taught at home and would coincide with
school standards. As a result, these students’ behavior will be
what school personnel expect of them. The schools’ expectations may
be less demanding than those of the students’ parents. The students
will get along with school personnel because that is what their
parents require of them.

Schools have a formal side and an informal side. The formal
aspect includes academic expectations, class performance, general
demeanor in class, relationships with teachers, compliance with
rules and regulations, and an educational plan. The informal aspect
includes relationships with peers and informal dealings with
teachers and administrators. In the following paragraphs, the
successful students’ school experiences are discussed individually,

followed by a summary of the findings for the entire student sample.

Sally Coates
Although Sally was easygoing, she took In”: school work

seriously. In June, she graduated in the top half of her class.
Sally had a positive experience with school. Her parents enrolled
her in preschool to give her a head start on her education. Through

the years, she became active in school-sponsored activities.

142

Sally was outgoing and had many friends because, as she
expressed it, "I am happy." Asked why she had chosen certain
friends, she said, "because they have nice personalities and are
fun." When asked to describe a typical day at school, she replied,

I get up, eat, and go to school. II drive myself. I go to

class, eat lunch, and go into the halls and talk and then go to

fifth hour and sixth hour. Then I go to practice, come home
and eat, and do my homework.
Sally had established a routine, and she followed it every day.

"School has always been a good experience for me," Sally said.
She planned to attend college the following year and major in
theater or a foreign language. When asked whose choice it is to be
successful, she said, "It is your own." Sally did not mention it,
but her teachers and school administrators told the researcher she

had been named the best all-around student in middle school for two

consecutive years.

Jim Coates

Jim was finishing his sixth-grade year at the time of the
study. He was very sociable and enjoyed hunting, fishing, and
participating in various sports. Jim spent much of his time doing
things with his father. Jim was a good student who had made the
honor roll since elementary school. He was proud of what he had
accomplished at school thus far and anticipated big things for
himself in the future. Jim was a member of the science olympiad

team, which is unusual for a sixth grader.

143

So far, Jim had not had an uncaring teacher; rather, he had
enjoyed all his teachers. Jim described a typical school day as
follows:

I get up at 6:40 a.m. and get on the bus at 7:30 a.m. I get
off the bus and play basketball in the gym. When the bell
rings, I go to my class, exchange classes, eat lunch, get a
treat and go to the gym and play. After lunch, I go to study
hall and watch Channel One. I go to fifth and sixth hours, and
if it is a nice day I walk home. I get home, get something to
eat, and do my homework if I have any. Homework has been
number one always.

Jim was focused on what his future would hold. He said, "When
I grow up, I am going to be an archaeologist." He agreed with his
sister that it is one’s own choice to succeed or fail. Did he feel
successful? In his own words, "Yes, I am somebody that gets fairly

good grades and passes."

Tpm Gates

Tom was finishing his junior year in college at the time of the
study. Although he had experienced health problems throughout his
school years, he had managed to overcome them and graduate in the
top half of his high school class. Tom was an independent thinker
who liked to do things his way; however, he would listen to advice
before making a decision. Although he was self-confident, he had
not always been that way. He said, "I am a very self-confident
person now. I was not in the middle school. I gained a lot of
confidence in high school and even more in college."

Tom had a difficult time in middle school. Some other boys

deliberately injured him while they were playing basketball.

144

Although his mother wanted to transfer him to another school, Tom
convinced her to let him stay and work out his own problems.

Tom had been involved in many high school activities. He had
been the head major of the school band, which was one of the best in
the state. Earning this position was a great honor. When Tom was
asked whether other students teased him because of his honor classes
and, if so, how he handled it, he replied,

No. A lot of friends never thought of it. It was just the
opposite. I think it was those people who were not taking
these courses. If I had some friends who were not in those
classes, they had a lot of respect for me because I was able to
be in the upper-track classes. They would say, "Don’t screw
up, I wish I was in there."

Tom believed that succeeding or failing "is your own choice."
Finally, when he was asked whether getting a college education had
been worthwhile, he said, "To me, going to school half your life to
live the other half of your life seems silly, so in that respect,

no. Seeing we have to do it, it definitely will be worth it if you

enjoy what you are doing."

Bill Gates

Bill was finishing his junior year in high school at the time
of the study. Like his brother, Bill had experienced health
problems, but even though he had to miss classes for extended
periods, he had done very well in school. He was generally positive
about school, although he thought some of his teachers had been
uncaring. He was active in extracurricular activities.

Although Bill was a good student, he admitted he could do

better. School work was easy for him. Bill said, "I am lazy; I

145

don’t do a whole lot in school, but I still get good grades. I see
more improvement has to be made." Bill planned to continue his

education after high school and become an elementary school teacher.

Susan Hill

Susan was a friendly, outgoing seventh grader. She had not had
any conflicts with her teachers. "I have always had good teachers
and friends, and I like school," she said. When asked whether the
teachers treated her any differently from other students, she
replied, "Sometimes; you act in class like you’re supposed to, and
the teachers treat you like a princess."

Susan enjoyed school and was active in numerous activities.
She was a member of the student council and worked as a student
secretary in the middle school office. When asked to describe a
typical day at school, she said, "Mom and Dad are here. We do our
own things. Dad or Mom brings me to school. Regular day, at lunch
I work in the office." Susan planned to attend college and perhaps

to become a teacher.

Jane Start

A graduating senior, Jane was the valedictorian of her class.
She planned to attend college and become an architect. Jane was
very active in extracurricular activities; she said, "I love sports.
It is important for a school to have sports."

Jane was particularly happy with her school. She said, "I am

glad I went to [her school]. I like my classes, as we are all good

146

friends. I like my teachers. I really enjoy school." Jane
commented on why some youngsters fail or get into trouble:

Kids don’t care, because school is not an important part of

their life. They have jobs after school and they make money,

and what does school mean to them? They say to themselves, "I

don’t need school anymore. I don’t need to study." They think

they can make it without an education.

Jane recognized the value of an education and how it would
benefit her. She said, "A high school education will prepare me for
college; a college education will prepare me for a job." When asked
why she did not get into trouble, Jane answered, "I know what school

can do for me, and also I would have to answer to my dad."

Sarah Start

Sarah was a high school freshman who received very good grades,
apparently without trying. She appeared to be self-confident and
independent. When asked whether she liked school, Sarah said, "No,
I don’t look forward to it." However, according to her teachers,
Sarah was a good student who did what she was told and did it well.

Sarah had been involved in extracurricular activities and had
been a member of the student council. She had not had any uncaring
teachers, nor had she encountered any major problems at school.
Once, in middle school, she had had a dispute with another girl and
had been sent to the office. She said, "After talking with the
principal, the problem was taken care of." Even though Sarah did
not particularly like school, she had a positive view of education.
She recognized that one needs a good education to survive in this

world.

147

Bob Brown _

Bob was a high school sophomore. Although he was a good
student, he could do better in school; but he was satisfied for now.
He had taken enough classes to graduate the following year and was
thinking about taking classes at the local community college at
night. Bob had a positive outlook concerning education. He knew he
would be attending college but had not decided where. Bob wanted to
become an airline pilot and had taken all the mathematics and
science courses at school to prepare himself for such a career. He
was not a discipline problem at school and had never been in
trouble. Bob believed his family environment had helped him become

the person he was.

Brenda Brown

Brenda was an outgoing and talkative seventh grader. She had a
good relationship with school personnel, and the teachers enjoyed
her. Brenda was involved in practically every activity available in
her school. She had never received a detention or gotten into
trouble. She knew that if she misbehaved she would have to answer

to her parents.

We d DePree

Wendy was a graduating high school senior. It was a relief for
Wendy and her parents that she was graduating because she had
struggled through school. If it had not been for her parents’

encouragement, Wendy probably would have dropped out. Yet she had

148

strong support at home and was determined to do as well in school as
she could. In fact, some terms she did so well that she made the
honor roll. Wendy’s education was a basic one, with no accelerated
or college-prep courses. Wendy and her parents recognized her
capabilities and geared her classes toward them.

Wendy was positive about education and school. Although she
had struggled, she said, "School is a plus." When asked what the
expectations were of her, Wendy said, "Finish high school." Wendy
did not cause trouble or fail because she did not want to face her
parents if she did 50. She had high regard for her parents and
would do everything possible not to let them down. School had
Ihelped Wendy discipline herself to set a goal and strive to achieve

it.

Michelle DePree

Michelle was a high school sophomore at the time of the study.
She was outgoing and very talkative. In the interview, she did most
of the talking. A bright girl, Michelle took school seriously and
worked hard in her subjects; she had a 3.85 grade point average.
The only problem Michelle had at school was that she talked and
laughed too much. However, she was well disciplined, listened to
her teachers, and got along well with them.

Michelle was taking certain classes whose enrollment was
restricted to higher-level students; this made her feel special. If
other students teased her because of her academic success, Michelle

just ignored 'them. She said, 'VI ignore them because they are

149

jealous they are not in those classes. I don’t let it bother me."
Asked why she had done so well at school, she answered, "It is the
environment I was brought up in. My parents have encouraged me to
do my best, and they would be there to support me. It is a very
happy environment." Michelle planned to go to college and become a

nurse.

We:

Sarah was a graduating senior at the time of the study. She
was working to earn money for college, where she planned to study to
be a legal secretary. She was disappointed with the guidance she
had received at her high school with regard to choice of curriculum.
Other than that, school had been a positive experience for her. She
had a good relationship with her teachers and other school
personnel. She believed she had been given privileges because she
had established a good reputation. Teachers trusted her because she
had always been a model student.

Sarah was involved in many extracurricular activities. She had
been on the student council, had been a class officer, and had
participated on sports and academic teams. She had taken an upper-
level curriculum to prepare herself for college. Sarah’s parents
had taught her to finish whatever she started. This advice had
helped Sarah see projects through to completion. She gave her
parents much credit for her success in school and life. She stated,

It is our choice to succeed or fail, but because of what our

parents taught us. If they were not behind us pushing us and

showing us the way it should be done and how to work, we
probably would not have made it.

150

Tim Snider

At the time of the study, Tim was a sophomore in high school.
He had done very well in school, as evidenced by his 3.5 grade point
average. Tim was involved in many activities at school and, like
his sister, was a member of the student council. He also
volunteered his time to serve as a Special Olympics coach.

Tim planned to attend college and was taking college-prep
classes. His sister had advised him about what classes to take.
When asked why he did not get into trouble, Tim said, "I have no
reason to; I am having fun not getting into trouble." He also

admitted that was was in the "right crowd."

Tony Madison

Tony was about to graduate from college at the time the
interview was conducted. He had been an excellent athlete in high
school, earning all-state honors in football and it scholarship to
play at college. Tony was a self-confident person who established
goals and set out to achieve them. For him, school was a positive
and enjoyable experience. He had been third in his graduating class
in high school. Tony said that, in high school, he had been
embarrassed because he received good grades:

I was always embarrassed for getting good grades. I never

could figure out why people would complain about things that

were expected for you to do. . . . If I got a good grade on a

test, I would blow it off and act stupid about things and say I

was lucky.

Teachers and administrators liked Tony, and he was given

special privileges. ’ He was a member of the student council and

151

National Honor Society, as well as participating in sports. He was
well liked by his fellow students and had a good time at school.
When Tony was asked whether there was anything else he wanted to add
to the interview, he said, "I can say one thing-~that I cannot pay
back all the things my parents have done for me. It is totally

invaluable, the years I spent with them."

John Madison

John was a college junior. In high school, he had struggled to
establish his identity and to determine his place in society. If it
had not been for his parents, teachers, and coaches, he probably
would have been at risk of dropping out of school. When he was
asked whether school had been a positive, negative, or neutral
experience for him, John replied:

High school was neutral. I was not challenged. I did not have

a lot of good friends. I just kind of drifted through high

school. When I got to college, it was a very good experience.

I like the challenge; it has opened me up. It made me more

cultural about life.

John was a high achiever in school. He participated in
athletics, was a member of National Honor Society, and was fourth in
his graduating class. He had a positive view of education and
intended to become a lawyer. When asked whether it bothered him to
be Tony’s younger brother, John said,

Somewhere, somehow, Tony was a success and I would always be

known as Tony’s little brother. I grew up with that, and I

knew I was not going to break it, and it never bothered me that

much. In fact, I enjoyed it because it took the spotlight off

from me. It actually took pressure off from me and it was
easier in that I didn’t have to worry about anything. At times

152

it bothered me, but it never motivated me one way or the other.
Yes, Tony was my brother; it made me look better.

With regard to whose choice it is to succeed or fail, John
said,
I think it starts with the parents. The parents make the
choice of "My kids are going to be this much better and this
much further than we are. We are going to provide you
everything necessary so you can be that much more successful
than we were and that much more comfortable." I think they
made the initial choice. They enabled me to make the next

choice. I do want to go out there and bust my tail, and I want
to do the things and make the sacrifices to become successful.

Mary Kort

At the time of the study, Mary was a sophomore in high school.
Mary had had a positive experience in school; she had participated
in a number of extracurricular activities, was very popular with her
peers, and had numerous friends. She had been brought up to respect
others, listen to her parents, and follow their guidelines. She was
close to her family and enjoyed their company. She was taking an
upper-level curriculum and had been on the honor roll.

Mary said that her teachers "let me do what I want because I am
a good student." When asked whether she would be the same person if
she were part of a dysfunctional family, she said, "No, because I
would not have the morals, values, or good role models. I wouldn’t
have the self-confidence."

Mary had a purpose for being successful in school: She wanted
to become a social worker. She said, "My parents told me if I
worked hard, I would get somewhere. They have worked their hardest,

and they are successful."

153

Rick Rosema

When the interview took place, Rick was a high school
sophomore. An outgoing, friendly person, Rick had numerous friends.
He also was well liked by his teachers, who characterized him as a
good student. Rick had been the student council president in middle
school and a class officer in high school. He had been on academic
teams, had competed in the spelling bee, and had been on the honor
roll since elementary school. He also was actively involved in
athletics. Rick said he did not get into trouble at school because
he knew he would be in even more trouble when he got home and had to
face his parents.

Rick was a born leader who knew how to sway people to his way
of thinking. He was an independent thinker and cared little about
what fellow students thought of him. He ignored students who teased
him about his good grades. Rick had a good outlook on life and
said, "If I fail it is my fault, but my parents wouldn’t let me be a

failure."

Steve Rosema

Steve was a quiet and reserved eighth grader. A good athlete,
he had competed in all the sports that were offered at his school.
Although he did not have his brother Rick’s self-confidence, he was
working toward it. Steve was a good student, and his academic
achievement had improved greatly during the past year. His seventh-
grade year had been a tough one. His father threatened to take him

out of the public school and enroll him in a Catholic school because

154

the friends he was associating with were a bad influence on him.
School personnel and the family worked hard with Steve, and the
situation had been resolved by the following year. Steve was not a
discipline problem at school and complied with the school code of
behavior.

Steve had received detentions for being late to class. Since
he and his father' discussed the incident, however, he had been
getting to class on time. Steve had been on the honor roll,
participated on academic teams, and was taking an upper-level

curriculum.

Doug Hart

Doug was a freshman in high school at the time of the study.
He had a 3.2 grade point average and was actively involved in
athletics. Doug was working at a muck farm to earn enough money to
buy a car. His parents were leery of his friends and their
influence on him. Doug tended to be a follower, and his parents
believed he needed to think for himself. Doug admitted that he
would rather go to his friends than to his parents for advice.

Doug’s family had been supportive as he attempted to discover
his identity. When asked whether his parents were fair to him, he
said, "Yes, we deserve the punishment. I don’t agree with it, but I
accept it." This seemed to be Doug’s attitude toward school, as
well: He did not agree with it, but he accepted it» Doug was the

only student in the sample who had a negative view of education.

155

Cheryl Hart

Cheryl was a happy, outgoing seventh grader who was very
popular in school. Her friends, unlike her brother Doug’s, were
acceptable to her parents; those friends wanted to succeed. Cheryl
was a good student who was diligent about her studies. At the time
of the interview, she was worried about her upcoming exams. She
enjoyed being involved in school activities and had been active on
the student council. She loved school and was positive about
education; in fact, she would like to become a teacher. Cheryl
easily became bored at school and noted, "We need more hands-on
things and work in groups for projects." Cheryl said she did not
get in trouble at school because, if she did, she would find herself

in even more trouble at home.

Apalysis of the Findings

It was found that the successful students’ school experiences
did not indicate any conflict in the formal school organization or
in their informal relationships with peers and school personnel.
The students accepted the formal school policies and practices,
which were not appreciably different from what their parents
expected of them. The successful students in this study had many
friends and participated in a number of school activities. They
just ignored those students who were antagonistic toward them.

Conflicts with school personnel and policies were practically
nonexistent. The students did say that they were late for class

occasionally or had a disagreement with a teacher that subsequently

156

was resolved. Asked whether they deserved any punishment they might
have received, the answer was affirmative. On the whole, these
students portrayed school personnel as caring and helpful.

The findings relating to successful students’ school
experiences indicated that these youngsters had had very positive
experiences throughout their school years. They had to work through
some difficulties, but as they thought back over their school years,
the students decided their school experience had been positive
overall. All but one of these students had a positive outlook on
education.

These studentthad experienced success at school. They had
qualified for the honor roll, top ten, and/or National Honor
Society; had participated in extracurricular activities; had run for
the student council; had taken accelerated classes or an upper-level
curriculum; and had attended school regularly. All but one of these
students had qualified for the honor roll at least once. Five of
the nine students who were eligible for the National Honor Society
were members of that organization. Four of seven graduates had been
among the top ten students in their graduating classes. All 22
students had participated in extracurricular activities, including
band, theater, athletics, and academic competitions. Thirteen of
the 22 students had run for or were on the student council. All of
the students were taking a basic or upper-level curriculum.

Table 4 contains a summary of characteristics of the successful

students’ school experiences.

157

Table 4.--Summary of characteristics of successful students’ school
experiences.

 

Characteristic of School Experience
Student

 

A B C D E F G H I J K L

 

Sally Coates
Jim Coates
Tom Gates
Bill Gates
Susan Hill
Jane Start
Sarah Start
Brenda Brown
Bob Brown
Wendy DePree
Michelle DePree
Bob DePree
Margaret Snider
Ken Snider
Brad Snider
Tony Madison
John Madison
Mary Kort
Rick Rosema
Steve Rosema
Doug Hart
Cheryl Hart

><><><><><><><><><><><><><><><><><><><><><><
><><><><><><><><><><><><><><><><><><><><><><
OOXXOXCOXXOOOXOXOOOXXX
O><><><><><><><><><O><O><><><><><O><><><
><><><><><><><><><><O><O><><><><><><><><><
XOOXXOXXXXOOOOXXOXXXXX
><><><><><><><><><><><><><><><><><><><><><><
XXOOOOXOOXOOOOOOOOXXXO
><><><><><><><><><><><><><><><><><><O><><><
><><><><><><><><><><><><><><><><><><><><><><
><O><><><><><><><><><><><><><><><><><><><><
><><OO><><><><><><OOO><><><><><><OO><

 

Honor roll

Participates in extracurricular activities
Member of an academic team

Special programs/gifted and talented program
Basic/upper—level curriculum

Student council

Family has good name

Uncaring teachers/negative teacher examples
Honors/top ten, National Honor Society, athletic awards
Regular school attendance

Positive view of education

Attended preschool

Key:

Evidenced
Not evidenced

o>< F‘KQHI‘D‘HMDOW)

158

Interactions Between and Among the Students.
fiamily Members. and School Personnel

In earlier sections of this chapter, findings regarding the
successful students and their families were presented. The home
setting and background of the students and their families were
discussed in the first two sections. The focus of the third section
was the grandparents’ and parents’ school experiences, whereas the
fourth section was concerned with the students’ family experiences.
The fifth section contained the findings regarding the successful
students’ school experiences. In this section, the discussion
centers on the families’ interactions with the school.

It has been argued that successful students carry to school the
behaviors and experiences they have learned, practiced, and accepted
in their families. Most of these behaviors also are taught,
learned, and accepted in school. 'The high expectations of ‘the
family culture mesh well with the demands and competition for
achievement in the school culture. As school demands increase, the
successful student adapts and concentrates more time on meeting this
demand.

Further; it has been argued that successful students’ families
do not have the risk factors associated with a dysfunctional family.
The students in this study did not smoke, skip classes, get into
fights, or engage in substance abuse. Thus, they were not in
conflict with the school culture.

The family influence with regard to school experiences, the

family-school relationship, and the individual student’s decision to

159

be successful still remains to be described. In this section, the
investigator focuses on the interactions between and among the
successful students, their parents, and school personnel. In the
following paragraphs, the findings are presented regarding the

family members’ perceptions of their interactions with the school.

_arents’ Involvement in the School

The parents in this study were very involved with their
children’s education; that involvement increased as the students
advanced through school. The levels of involvement of the parents
in this study are summarized in Table 5. The parents perceived the
school as their children’s second home. Communications between home
and school were positive, and the messages the parents received from
their children about school also were favorable. School was a place
to learn and to socialize. Involvement in school activities
comprised the parents’ social life. They had made some of their
best friends through the school.

It also was found that the culture of the family coincided with
that of the school. The successful students’ families had high
expectations for their children and held the school responsible for
helping the youngsters fulfill those expectations.

Success in school was viewed as a team effort. The parents did
not expect the school to do everything for their children; rather,
it was a cooperative effort in which school personnel and parents

would both play a part. If there was a conflict, the parents and

160

Table 5.--Parents’ involvement with the school.

 

 

 

Level of Involvement Mother Father
High involvement: Sets appoint- Nancy Coates Ken Snider,
ments, confers with teachers, Corrine Gates Marshall Madison
observes classes, calls school Pat Brown Tony Rosema
to check on child’s progress Janet DePree

Margaret Snider
Joyce Madison
Carolyn Rosema

 

Average involvement: Attends Mary Hill Dave Coates
parent conferences, open Myra Start Marty Gates
houses, other scheduled school Sue Kort Jack Hill
events Larry Start
Tom Brown
Chuck DePree
Ken Kort
Randy Hart

 

pr involvement: Occasionally
attends parent conferences,
open houses, other scheduled
school events

 

Negative involvemepp: Goes to
school only when reqUired to
deal with matters of discipline
or problems with attendance

 

Nohinvplvement: No evidence

that parent ever went to school

 

Note: Parents themselves were asked to indicate the degree of
involvement that best described them.

161

school personnel would discuss and resolve it. ‘The more involved
the parents were, the better the partnership. When a student was
having trouble at school, the parents were notified and advised on a
course of action. Parents took it upon themselves to help resolve
the problem. There was no prolonged conflict among parents, school
personnel, and students because it was expected that the parties
would work together to solve whatever problems might arise.

Parental involvement and friendly communications with school
personnel were found in all of the successful students’ families.
Both parents took responsibility for initiating communication with
the school when it was necessary. If a major problem arose at
school, both parents went to school to discuss the matter.
Generally, however, the problems were so minor that they could be
resolved with a telephone call.

When the children were in elementary school, their mothers were
the primary parent who participated at school. Because none of
these mothers worked, they were room mothers and members of the
Parent-Teacher Organization. They headed up the committees for room
parties and field trips. Although the fathers could not participate
in school activities during the day, they attended school functions
in the evening.

By the time the students were in middle and high school, when
many parents start to withdraw from school activities, these parents
became more involved. The children participated in sports, drama,

and band/orchestra, and their parents became active iri the booster

162

clubs for those groups. The Sniders, the Rosemas, and the Harts
were all members of the sports boosters. The DePrees spent much
time helping with band concerts and musicals. The Coateses were
involved with the drama group because their daughter was the
assistant director of the school play. These parents sold
refreshments at athletic events to help raise money for the school.
Randy and Pat Hart, Tom and Pat Brown, Ken Kort, Dave and Nancy
Coates, and Tony and Carolyn Rosema volunteered their time at the
state track meet. When volunteers were needed for events such as
field trips, these parents willingly offered to help.

A second element of the family perspective is how parents feel
when they enter the school building. Two parents, Pat Brown and Ken
Kort, taught at their children’s schools, so they felt very
comfortable there. David Coates commented, "I feel very
comfortable; I sit down with the staff and have a cup of coffee. I
feel very welcome at the school." Considering that these parents’
children did not get into trouble or cause problems at school, and
the parents themselves were positive about the school, the teachers
were happy to see them.

A third aspect of the family perspective is the portrayal of
teachers and other school personnel as caring and attentive to the
students’ needs. The parents said, as did the students, that a
teacher must be respected. Jack Hill said, "We teach [our children]
three things: obedience, respect, courtesy." These parents taught
their children to respect adults. Even though a teacher might be

wrong, he or she still must be respected.

163

Still another element of the family perspective is
communication. Again, there was no evident problem with
communication in these families. The administrators and teachers
knew that if they called these parents about a problem, appropriate
action would be taken. In general, the students worked out
difficulties with the school so that their parents would not need to
be called.

The successful students and their parents had no conflict with
the school because they had adapted their lives to what the school
demanded, or' it might be that the schools had adapted to the
expectations of the supportive parents. If a conflict arose between
school and family, the parents worked with the school to solve the
problem, not as enemies but as partners. The school rules and
regulations were essentially the same as those at home.

The Individual’s Decision to
Be a Success at School

 

To the students in this study, success meant doing what was
expected of them. The successful students had high expectations for
themselves, and these expectations were generated at home. Parents
helped build their children’s self-confidence. 'The more the
children succeeded, the more self-confidence they perceived. When
asked whether they felt successful, all 22 students responded
affirmatively. Tony Madison commented, "Fundamental to my success
has been the family and the support I got from them." To these
students, success meant feeling good about themselves. 'nwn Gates

said, "I am content now; I am happy in every aspect of my life."

164

These successful students. were accepted by 'their peers and
adults because of the way they had been raised. These students had
worked hard to achieve good grades and a respected position in the
school. Their parents had devoted many hours to them, as well.
These students had solid family backgrounds. On average, their
parents had been married for 21 years, and the solidity of their
marriages showed the children commitment. The Sniders said, "When
our kids start to do something, they finish it." The Madisons
commented,

We may have disagreed on discipline but we presented a united

front. Strong parenting requires togetherness. If you don’t

have love there to begin with, then the family is doomed. If

[the parents] did not have a good relationship, things would

not get done. When the kids see that love, they know there is

something special happening in this family.

Success was evident in these students’ immediate families. The
successful students viewed their parents as successful people.
Likewise, the parents believed they were successful in what they
did. In describingher father, Mary Kort said, "[He’s a] great guy;
he would always listen to me, good provider, put morals in me. He
is a good role model; he is liked by basically everyone." John
Madison described his parents in these words:

Dad--You could always mistake my mom wearing the pants because

she is more outgoing, but when it came down to it a lot of the

times, you knew who was the boss. I respect my dad, and he

respected where I was coming from. When he did punish me, I

deserved it, and I have come to respect him. It has been

awhile, a long process. He has some qualities that he has our
best interest in mind.

Mom--She is more talkative and personable. She was an

important figure as Dad was. She got you to say what you

wanted to say and respected it, and she has her own set of
rules and you had to respect it.

165

These students’ success and the way they conducted themselves
had been instilled .in them since childhood. Their parents had
stressed certain values to them, and their home lives were stable.
For these parents, the key to successful parenting was that they had
taught their children how they should conduct themselves. In
conclusion, the individual’s decision to be a success can be

explained and given a common theme: It was expected of me.

Apalysis of the Findings

In this section, the findings regarding the interactions
between and among successful students, family members, and school
personnel were presented. The data relevant to the family
perspective indicated a positive view of school personnel and their
treatment of the successful students. The positive view was
evidenced by the parents’ high degree of involvement with the
school, the quick response to school personnel when there was a
problem, and topics of discussion at home. School communications
were positive. These parents kept track of what was happening at
school and participated whenever possible. Conversely, school
administrators responded to parents’ concerns about particular

teachers.

Chapter Summary
In this chapter, the researcher' presented and analyzed the
findings regarding various aspects of the family’s influence on the

individual’s decision to be a success at school. The family

166

settings were described in the first section. Demographic
information on the successful students and their families was
provided in the second section. Next, the data regarding the
parents’ and grandparents’ school experiences were presented.
Section four dealt with the successful students’ family experiences,
whereas the succeeding section pertained to these students’ school
experiences. Interactions between and among the successful
students, family members, and school personnel were described in the
sixth section, which concluded with a discussion of students’
decision to be a success at school.

It was found that the family and school cultures were similar.
Success meant doing what was expected. In essence, these parents
and their success-oriented children believed in upward mobility
through education and hard work, values that were learned from the

culture of the family.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS FOR FURTHER RESEARCH

Introduction

This qualitative study was undertaken to address the need for
research on the 'features of ‘family life that lead to students’
success in school. The researcher’s overall purpose in conducting
this study was to investigate the conditions of family life and
culture among students who are successful in school. The intention
was to gain a better understanding of why certain students are
successful by examining the students’ family experiences, their
family history, and family-school interactions. The researcher was
interested in understanding the behavior of successful students and
the factors underlying students’ success in school.

A secondary purpose was to describe how the subjects’
involvement in the family as a dynamic social unit influenced their
decision to work hard and succeed in school. ‘The researcher was
interested in discovering whether the students’ perceptions of their
families’ views regarding the importance of education influenced
those students’ decision to succeed in school.

In attempting to accomplish these purposes, the researcher
examined the complex interrelationships that exist among successful

students, their families, and the schools.

167

168

Previous chapters contained a description of the problem, a
review of related literature and research, an explanation of the
methodology, and data gleaned from interviews conducted with
successful students and their families.

In this chapter, the general findings are presented first.
Then the findings pertaining to each research question are
summarized, and the researcher’s original expectations concerning
the questions are supported or revised, based on those findings.
Next, conclusions drawn from the findings are presented. The
findings are then compared to the findings from previous research.

Finally, recommendations are made for further research.

Spmmary of the Major Findings

The findings pertaining to‘ the family backgrounds of the
successful students indicated that, out of necessity, the
grandparents had entered the work force at an early age, but they
did not want the same experience for their children. They wanted
their children to graduate from high school and said they would
support them if they chose to go on to college. Parents of the
successful students were going a step further and strongly
encouraging their children to pursue a college education. Each
generation was encouraged to seek a higher level of education than
their parents had received.

Even though many of the successful students’ grandparents did
not finish high school, in some instances they became influential

figures in the community. The students’ parents had graduated from

169

high school; some had gone to college, and a few had finished
graduate school. Parents viewed an education as a "ticket to a job"
as well as to prestige in the community. To them, education was a
chance to fulfill a dream. As students, parents had enjoyed school
and put forth a good effort. Some had received academic honors;
others admitted they had had too much fun and should have
concentrated more on their studies.

The findings further indicated that the culture (N: the family
provided much preparation for school. Grandparents were strong
believers in education and made sure their children graduated from
high school. They had served on the local school board and
volunteered their time at the school. Parents and school personnel
supported each other.

With regard to the successful students’ family experiences, it
was found that the family culture that supported the school
continued into the successful students’ generation. Aspects of the
family experience of these students included the following: Mothers
stayed home and did not work. when the children were in their
formative years; family rules, norms, and expectations were clearly
set forth; family members expressed strong positive feelings about
the necessity of school; school personnel and parents worked
together as a team for the betterment of the student; parents and
students were involved in school activities; parents believed in the
necessity of postsecondary education, whether trade school or
college; there was consistency of supervision and close monitoring

of children’s performance; parents taught their children values and

170

morals and a sense of right and wrong; parents communicated with and
listened to their children; family members supported, trusted, and
respected one another and showed respect for others; parents were
good role models; and parents helped their children develop a
positive self-concept.

Concerning the successful students’ school experiences, it was
found that these students were actively involved 'hi school
activities. They were the school leaders. These students were
popular and rarely got into disputes with their classmates. The
social aspect of school was the highlight of the school day. In
addition, the successful students saw a purpose for getting an
education: It would prepare them for a good job. They were focused
on a long-term goal of satisfying employment and financial security.

The findings also indicated that the successful students had
been rewarded for their achievements through membership in clubs and
societies, participation on academic and athletic teams, awards from
state and national organizations, college scholarships, and a
feeling of satisfaction with their accomplishments. All but one of
the students had had a good experience in school and expressed a
positive attitude toward education.

With regard to the interactions between and among successful
students, their parents, and school personnel, it was found that the
majority of families were actively involved in their children’s

education. The family perspective on education was influenced by

171

that high degree of involvement and the school messages received by
the family.

The culture of the family and that of the school were found to
be similar. School became a source of entertainment and, in many
cases, constituted the parents’ social life. These parents spent a
great deal of time at school and at school activities. They
admitted that their lives had been enriched by attending their
children’s activities. In fact, many parents enjoyed school more
through their children than when they themselves had been in school.

The findings indicated that the parents in this study did not
expect the school to teach children everything; they, too, were
involved in educating their offspring. To these parents, educating
the child was a team effort. Their philosophy, which they shared
with their children, was that school is an institution; if you
follow its rules you will succeed, and if you don’t adhere to its
rules you are likely to fail.

The researcher formulated tentative expectations regarding the
findings for each research question before interviewing the
successful students and their parents. Those expectations are
reviewed in the following discussion, and they are either supported
or revised based on the study findings.

1. How do successful students define their families? The data
supported the researcher’s expectations that the successful students
would see themselves as members of their families and as having a
close relationship with other family members. The students in this

study all thought they were important, contributing members of their

172

families. Their positive self-concepts and high aspirations had
evolved from the family. Familial interactions conveyed to these
students their importance to the family.

Specific psychosocial orientations and home activity patterns
were observed in the successful students’ families. These processes
and patterns were most evident in parents’ methods of helping their
children adjust to the student role by grooming them for that role.
The communication patterns in these homes were marked by many
parent-child conversations, strong parental encouragement and
support in academic pursuits, the establishment of clear and
consistent limits for the student, warm and nurturing interactions,
and consistent attention to students’ use of time.

The successful student represents the family at school. Jane
Start had established a good reputation, and the family was praised
by school personnel. This positive attitude unites the family and
challenges succeeding generations to uphold the family’s reputation.

2. what is the student’s family background? The researcher
expected that the successful students’ family backgrounds would
include experiences with school and learning, and that their success
had been built on the experience of previous generations. The
findings indicated that lcertain behavioral patterns in ‘the
successful students’ families had been transmitted from earlier
generations. 'The parents described their childhood relationships
with their own parents as being characterized by clearly defined

role boundaries and a sense of appreciation. Parents thought that

173

their own parents had been diligent and direct in their supervision.
The grandparents seemed to possess and convey a keen appreciation of
their children’s need to obtain an education and to strive for
educational success and economic self-sufficiency.

Most of the parents in this study expressed the wish that they
had gone further in school. Believing that a better education would
have led to more financial security, they were encouraging their
children to pursue further education as a means of achieving
personal progress.

3. How do successful students’ family members remct to Ed
interact with members of the school community? The findings
supported the researcher’s expectation that the parents would react
to the school based on their past experience and their sense of how
school personnel viewed them. In general, because these parents
themselves had had a good school experience, they wanted to convey
that positive attitude to their children. Dave Coates was an
exception. He wanted his children to succeed and enjoy school
because he had not done so. These parents were highly involved with
their children’s schools. Their youngSters participated 'Hi many
activities and, because these parents followed their children’s
interests, they, too, became involved. Being involved, these
parents became fixtures at school and were welcomed there. They
were a positive force at school.

Messages that were sent home from school were generally
positive. Because of the high degree of parental involvement, the

successful students did not develop a negative attitude toward

174

school. They viewed school as a place to learn, a place where they
could participate in activities they liked and where they could
enjoy other people’s company.

4. What were the school exoeriences of successful students’
family members? The researcher expected to find that a positive
experience with school had continued in these students’ families for
several generations; this expectation was supported. Once family
members established a good reputation at school, others tried to
live up to that performance. Frequently, these families had more
than one successful student. The nine sets of siblings and sisters
interviewed in this study all were successful in school.

5. Is there a relationship between students’ success in school
and theirmfamilv exoeriencesZ The researcher expected that family
beliefs, values, structure, and morals are of major importance to
the families of successful students. This expectation was borne out
by the study findings. As very young children, these students had
been taught morals and values. They learned the difference between
acceptable and unacceptable behavior. One way the parents managed
to convey a positive attitude toward education was by enrolling
their children in preschool.

The children also were taught skills related to being a good
student. They were taught to organize their thoughts and time,
solve problems and make decisions, ask and answer questions, display
the social graces and adhere to standards of etiquette, and listen

carefully to others.

175

These families did not have multiple risk factors; thus, the
students’ quality of life was not affected by such concerns. There
was frequent parent-child dialogue, parental encouragement and
support, warm and nurturing interactions, and consistent and fair
discipline. The parents were good role models, set goals for
themselves, and were proud of what they had accomplished.

6. How (k) successful students’ family members view the
importance of education? The researcher expected that the
successful family would create a culture of acceptance that would
mesh with the culture of the school. This expectation was supported
by the findings. Many of these parents started their children in
preschool. By working with the children, they established in the
youngsters a positive attitude toward education. They taught them
that school is a place to learn, behave, and show respect for
others. The parents had high expectations of their children and of
the school. These parents expected the school to provide
discipline, control, and a safe environment in which to learn. The
school’s expectations of the student should not differ from those of
the parents.

Education was regarded as a key avenue to economic advancement.
The successful students were aware of the multiple practical uses of
schooling in everyday life. In the school environment, these
students were goal directed and success oriented. Jane Start said,
"High school education will prepare me 1%"; college; college
education will prepare me for a job." School was a means of

fulfilling their goals.

176

7. What meaninq does being successful have for the individual?
The researcher expected to find a direct relationship between family
expectations and the students’ decision to be successful in school.
Success to these students meant doing what was expected and what
came naturally to them. Home was where their success started.
These students had been taught how to work; their parents had
assured them that anything is possible if one works hard enough for
it.

The family’s faith in them, the support they received at home,
and the confidence the students had in themselves led to their
success. Parents conveyed to these students that the individual
alone controls his or her own destiny.

8. How does the successfulmperson succeed? The researcher’s
expectation that successful people align themselves with others who
are successful was supported by the study findings. These students
companioned with other students who had the same values and morals
as they did. The success the students experienced at home and at
school engendered more success. According to the students, success
meant doing what was asked of them and a little more.

These students’ parents were models of success. The children
observed what their parents did and imitated their actions. Parents
taught their children that the key ingredient to success was to play

by the rules.

177

Conclusions

The successful students’ family background, the family’s school
experience, and the students’ decision to be successful were
analyzed in terms of the culture of the family and the school. The
families in this study viewed education as providing upward
mobility. Parents expected that their children could succeed if the
family and school worked together. The family experience was an
important aspect of students’ understanding the role of the school.
Parents’ acceptance and support of these students created an
environment conducive to their being successful in school. A lack
of family risk factors such as alcoholism, abuse, poor role models,
and unemployment also was a major factor contributing to the success
of these students. Freedom from these factors allowed the students

to concentrate on their school work rather than on family problems.

Cgmparison of the Findings to Those From Previous Research

This study was inspired by research conducted by Okey (1990) and
Clark (1983). Okey’s study' was limited to dropouts and their
families, and he recommended that a similar study be conducted to
determine "the conditions of family life and culture among those who
are successful in school" (p. 266). Clark examined the relation-
ships among the individual, the family, and the school, and the
factors that influence whether students succeed or fail in school.
In this section, the findings from Clark’s study are compared with

those from the present investigation, to gain insight into the

178

differences between the families of successful and unsuccessful
students.

Clark’s findings were consistent with those from the present
research. Parents were completely dedicated to the well-being of
their children. Parents of high-achieving black students in Clark’s
study had taken responsibility for "guiding, nursing, and protecting
their children during the pursuit of competent adult behavior" (p.
111). The parents in this study had taken the same responsibility
in raising their children.

As very young children, the students in Clark’s study had been
taught morals. Likewise, students in the present study had been
taught moral values at a very young age. All of the parents taught
their children the difference between right and wrong. They also
taught them the social behaviors that were appropriate in various
circumstances, such as eating in restaurants.

A common theme in Clark’s study and the current research was
that parents maintained consistently high expectations for the
students. Also, the parents made clear that when failure occurred
it was not a reflection on the "goodness" or "badness" of the child
(p. 115).

Clark found that the parents of successful students believed in
their own ability to provide for the needs of their children, to
steer them in the right direction, and to encourage them to
accomplish what they set out to do. In both studies it was found

that achievements were made through practice and hard work.

179

Another similarity between Clark’s study and the present one
pertained to family norms, rules, and expectations. Clark found
that children responded to parents’ requests because they recognized
parents’ "legitimate power" (p. 121). Children accepted the
parents’ power because they had been taught that authority figures
should be obeyed. In addition, they respected their parents.
Children in both studies understood what was expected of them and
the advantages to doing what was expected. Clark found four
fundamental dispositions among parents of successful students that
were similar to those found in this study: (a) Mothers were willing
to put their children’s growth and development needs before their
own wants; (b) parents did not believe the school should provide all
of the child’s academic training and support; (c) parents firmly
believed that their children should attend class, listen, and
participate; and (d) parents expected that the students would
participate in some form of secondary training, not necessarily
college; they should "try to do better than I [the parent] did“ (pp.
122-124).

Parents in both Clark’s study and the present research served
as models and advisors who encouraged risk-taking behavior. In this
study, the students asserted that their parents were good role
models and that they would raise their own children as they had been

raised.

180

Recommendations for Further Research

This study of the family’s influence on students’ success in
school was conducted with a small population of two-parent Caucasian
families living in rural areas, whose children attended public
schools. To provide further insights into why certain students
succeed, additional research needs to be done on the following
topics:

1. A comparison of family life and culture in families of
successful students from a variety of racial and ethnic backgrounds.

2. A study of family life and culture in single-parent
families with successful students.

3. A comparative study of the family perspective of successful
students ‘Hl Christian or Catholic schools and those in public
schools.

4. A study of whether children who are successful in elemen-
tary school continue to be successful later on. Do parents need to
encourage and support their children throughout the educational
process?

5. A study of whether students who plan to attend college take
school more seriously than students who do not plan to continue
their education beyond high school.

6. An investigation of whether power and authority relations
in the home affect students’ academic performance.

7. A study of whether one parent’s staying at home with the
children during their formative years improves the academic success

of the children.

181

8. A replication of the present study with families in large

metropolitan areas.

Reflections

 

There are many good students in the educational system.
Studying a few of these students was refreshing because they are
preparing themselves for future job and leadership opportunities.
It was interesting to discover the type of work ethic these students
were learning from their families. Each student knew what work was
about and considered his or her school work to be important in
reaching particular goals. These students probably will do very
well in succeeding years and continue their education in college and
graduate school.

As a result of listening to the students’ conversations, the
researcher anticipates that these young people will be an asset to
society and will raise children who are as responsible as they are.
In looking at this segment of society, one should feel good about
the future of the nation. Sometimes people focus on the worst
aspects of American society; instead, they should look at what has
made that society great. A part of American society that often has
been overlooked is the families--how successful they are and what a
success their children have been because of the love and commitment
family members have bestowed on them.

America’s school system has been criticized because students’

ACT and SAT scores have been declining. One must remember, however,

that more students are taking these tests than ever before. The

 

182

students in this study who took the ACT or SAT test did very well
and were accepted by the colleges of their choice. Educational
writers and researchers should take notice of the success of these
students and learn from that success. Future researchers should
consider the findings from this study and pursue further
investigation on the skills needed to succeed. Educators’ slogan is
that "all students can learn," but they could also say that "all
students can succeed." The environment in which a person lives
influences whether the individual will succeed. There will always
be exceptions to the rule, but, in general, if a child is raised in
an environment that is conducive to learning and success, the
youngster will succeed.

Educators should not be looking solely at at-risk students in
attempting to solVe their problems. 'They also should be
investigating the characteristics of successful students, to learn
how to help parents and students develop an environment conducive to
success. School personnel say they need more money; that may be
true, but schools could do a better job with the resources available
to them if educators became more involved in the students’
education. Teaching is not an 8:00 a.m. to 3:00 p.m. job but one
that requires continuous dedication, time, and effort. Many schools
have improved as a result of efforts to enhance leadership and
communication.

The same characteristics that make schools successful also hold

true with families. If the family is stable--if family members can

183

communicate and be involved with each other, have high standards,
are warm and understanding and respect others’ feelings, and
establish goals for themselves--it is likely such a family will be
successful. It helps to have the financial means to supply
children’s needs, but a loving, caring family is more important than
the things money can buy.

A student’s education is only as good as the student will
permit it to be. Educators cannot force students to learn. Rather,
students must accept the education that is provided for them and do
the work required on their part. But for students to accept
education, they must be taught at home the benefits of education.
They must have parents who are dedicated to them and encourage them

throughout their school years. This is a key factor in students’

academic success.

APPENDICES

APPENDIX A

FAMILY CHARACTERISTICS INVENTORY

184

FAMILY CHARACTERISTICS
INVENTORY*

Family Name
Date

 

 

The following statement fit some families better than
others. Please circle the number that best decribes how
well each statement fits your family.

Does not fit Fits Fits
Our Family Our Family Our Family
At All Some Very Well
1. We live in a good 1 2 3 4 5
Neighborhood
2. Our family talks 1 2 3 4 5
things out

3. There is an opportun-
ity for each member to
express himself in his

own way . 1 2 3 4 5
4. We have a sense of
humor. 1 2 3 4 5

5. There are activities
which we all enjoy

doing together. 1 2 3 4 5
6. We respect each other’s

feelings. 1 2 3 4 5
7. In our home, we feel

loved. I 2 3 4 5
8. We have the right

kinds of friends 1 2 3 4 5
9. Discipline is moderate

and consistent. 1 2 3 4 5
10. Educational goals are

important to us. 1 2 3 4 5

11. There is a sense of
belonging in ou

family ‘ 1 2 3 4 5
121 Our family is reliable,

dependable family 1 2 3 4 5
13. We establish reasonable

goals for ourselves 1 2 3 4 5

14. We encourage development

of potential in all

members of our family. 1 2 3 4 5
15. We express appreciation

of what we do for one

another. 1 2 3 4 5

16.
17.
18.
19.

20.

Does Not Fit
Our Family

We plan ahead.

We share experiences.
We live in a good
school district.
Father is a good
provider.

There is enough money
for special things.

185

At All
1
1

-1

Fits
Our Family
Some

3
3

3

* Please fill this questionare out as a family

Fits
Our Family
Very Well

5
5

5

APPENDIX B

FAMILY HISTORY SURVEY

1.
3.
4.
6.
8.
9.
11.
13.
14.
15.
15.

17.

18.
19.
20.

21.
22.
23.
24.
25.
26.

186

FAMILY HISTORY

 

 

 

 

 

 

 

 

 

 

 

 

name 2. Telephone
Address

Husband’s occupation 5. Company
Title 7. Years employed
Telephone

Wife's occupation 10. Company
Title I 12. Years employed
Telephone

Number of marriages: Husband Wife

 

Year of current marriage
Children

 

>

GE SEX

 

 

 

 

 

 

 

 

 

Any deaths in the immediate family?

 

 

 

Do you own or rent your home?
How many rooms?

 

Does any one outside immediate family live in the home?

 

 

Husband’s birth place

 

Husband’s education level

 

Religious affiliation

 

Wife’s birth place

 

Wife’s education level

 

Religious affiliation

 

APPENDIX C

FAMILY RISK FACTORS QUESTIONNAIRE

10.

11.

12.

187

E .1 E' 1 E ! :u !'
Has there ever been any alcoholism/substance abuse
in your family? yes 4 no

Have you ever had a problem with alcoholism/substance
abuse? yes no

Has there ever been any physical, mental or sexual
abuse? yes no

Has there ever been any unemployment in the family?
yes no

Have you ever collected on welfare/ADC/social security
disability? yes no

Has there ever been any traumatic moves that had to be
made? yes no

Because of factors, have you terminated religious
practices? yes no

Do you or any family member smoke and cause poor

health? Dad yes no
Mom yes no
student yes no
Are you in the lower, middle, upper bracket of

income? Please circle one

Is there a poor male role model in the family?
yes no

Does anyone have a criminal record?
yes no

Has anyone ever failed or been retained?
yes no

APPENDIX D

LETTER OF APPROVAL FROM THE UNIVERSITY COMMITTEE
ON RESEARCH INVOLVING HUMAN SUBJECTS

188

MICHIGAN STATE UNIVERSITY

 

OHICE 0f VICE PRISIDENT IOR RESEARCH EAST LANSING ' MICHIGAN 0 48824-1046
AND DEAN OI THI~ GRADUATE SCHOOL

April 29, 1992

Thomas C. Jeltes
3585 Apple Hill Dr.
Ada, MI 49301

RE: THE PERSPECTIVE STUDY OF FAMILY LIFE WITH DIRECT RELATIONSHIP TOWARD THE
SUCCESS OF THE STUDENT, IRB #92-189

Dear Mr. Jeltes:

The above project is exempt from full UCRIHS review. The proposed research
protocol has been reviewed by a member of the UCRIHS committee. The rights and
welfare of human subjects appear to be protected and you have approval to conduct
the research.

You are reminded that UCRIHS approval is valid for one calendar year. If you
plan to continue this project beyond one year, please make provisions for
obtaining appropriate UCRIHS approval one month prior to April 24, 1993.

Any changes in procedures involving human subjects must be reviewed by UCRIHS
prior to initiation of the change. UCRIHS must also be notifed promptly of any
problems (unexpected side effects, complaints, etc.) involving human subjects
during the course of the work.

Thank you for bringing this project to my attention. If I can be of any future
help, please do not hesitate to let me know.

Sincerely,

   

Human Subjects (UCRIHS)
DEW/pjm

cc: Dr. Samuel Moore

.‘ISL' is an .4/IlrmJlim' Adina/Equal ()ppurrunily Inuit-Hum

APPENDIX E

CONSENT FORM

189

CONSENT FORM
To whom it may concern,
The purpose of this study is to gain a better understanding
of Why students succeed in the regular school system. I
will be asking you some questions about your family
background, your family experiences, and how other members
of your family experienced school. In addition, I will be
asking you about your family's involvement with your
schooling. Finally, I will be seeking permission to talk
with other members of your family. This interview will take
approximately one hour. If we do not complete all of the
questions, I would like to talk to you again. The total

time involved in our interviews will not exceed three hours.

All the results will be treated with strict confidentiality

and your name will not be used in any research report.

Participation is voluntary; you may choose not to
participate at all, refuse to answer some questions, or
discontinue the interview at any time. There is absolutely
no penalty for taking any of these actions. If you wish to
have a copy of the general findings of this report one will

be furnished upon request.

By signing this form, you indicate that you understand the

purposes of the study. G U 8
Will’s NAME

 

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