Family Life and School Achievement
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€38.99
A01=Reginald M. Clark
academic achievement
administrators
african american families
Author_Reginald M. Clark
black studies
broken homes
Category=JBSL
Category=JNK
chicago
crime
education reform
educational policy
educators
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
ethnic background
family life
intimate portraits
low achievers
parent participation
poor children
poorly educated parents
poverty
racial issues
school success
social services
students teachers
survival skills
united states
urban anthropology
working mothers
Product details
- ISBN 9780226107707
- Weight: 397g
- Dimensions: 15 x 23mm
- Publication Date: 15 Oct 1984
- Publisher: The University of Chicago Press
- Publication City/Country: US
- Product Form: Paperback
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Working mothers, broken homes, poverty, racial or ethnic background, poorly educated parents—these are the usual reasons given for the academic problems of poor urban children. Reginald M. Clark contends, however, that such structural characteristics of families neither predict nor explain the wide variation in academic achievement among children. He emphasizes instead the total family life, stating that the most important indicators of academic potential are embedded in family culture.
To support his contentions, Clark offers ten intimate portraits of Black families in Chicago. Visiting the homes of poor one- and two-parent families of high and low achievers, Clark made detailed observations on the quality of home life, noting how family habits and interactions affect school success and what characteristics of family life provide children with "school survival skills," a complex of behaviors, attitudes, and knowledge that are the essential elements in academic success.
Clark's conclusions lead to exciting implications for educational policy. If school achievement is not dependent on family structure or income, parents can learn to inculcate school survival skills in their children. Clark offers specific suggestions and strategies for use by teachers, parents, school administrators, and social service policy makers, but his work will also find an audience in urban anthropology, family studies, and Black studies.
To support his contentions, Clark offers ten intimate portraits of Black families in Chicago. Visiting the homes of poor one- and two-parent families of high and low achievers, Clark made detailed observations on the quality of home life, noting how family habits and interactions affect school success and what characteristics of family life provide children with "school survival skills," a complex of behaviors, attitudes, and knowledge that are the essential elements in academic success.
Clark's conclusions lead to exciting implications for educational policy. If school achievement is not dependent on family structure or income, parents can learn to inculcate school survival skills in their children. Clark offers specific suggestions and strategies for use by teachers, parents, school administrators, and social service policy makers, but his work will also find an audience in urban anthropology, family studies, and Black studies.
