In the modern society of today, the world of education encompasses the involvement of many different kinds of families. Diversity has been the ‘buzz word’ for quite some time. Yet educators, theorists, and practitioners are aware that all family types deserve respect. Each family’s structure has a profound effect upon the academic performance and success of each child. Also, their chances for life success is linked to the style and influence of children’s familial background. Several types of family situational structures may include single-parent mothers, single-parent fathers, stepparent families, and a plethora of other kinds of structured family circumstances. Additionally each family structure may be cradled in various social arenas which may affect their children’s academic performance, to improve or decline. While it is true that many scholars and researchers believe a child’s family structure has a direct effect on the outcomes for academic success, some would argue. This paper examines an overview of the interaction and links between family structure and academic success.
When greater detailed attention is paid to the variety of family structure, common assertions have been made as well as a number of research investigations. Obviously not all researchers would agree. Heiss (1996) tested the concept that single-mother headed families of African-American students had a “major effect on the school attitudes and behavior of African-American high school students” (p. 246). He noted a tiny negative effect on their academic outcome. In this era of globalization, and increasing awareness of a single economic situation on an international scale, educators must widen their investigation to include a study of education scholars worldwide. However, before looking at some of those examples, it is important to consider the American family structure as correlated to children’s academic success. The escalation of societal problems in general has had an eroding effect of family stability in the United States.
One researcher, Christine Kim (2008) wrote an article appearing in The Heritage Foundation that spoke on this matter. The data uncovered by Kim (2008) indicated that American taxpayers spent “$553 billion” on education which represented approximately “4 percent of gross domestic product” (“Academic Success Begins at Home”). Despite the high expenditures associated with education, students from disproportionately disadvantaged backgrounds perform poorly in academics. Even though researchers continue to investigate the reasons why, Kim (2008) noted two points affecting the situation: (1) Family structure and relationships, and (2) Parent involvement in their child’s schoolwork (“Academic Success Begins at Home”). As a policy analyst Kim’s investigation based upon social science realities, is particularly important for educators to take note of. The report goes on to discuss the decline of children growing up in homes headed by a pair of biological parents sharing in their upbringing.
Another aspect important to consider in terms of how family structure affects a student’s academic success, involves the overall effects on the child’s well-being. Freeman and Brewer (2013) state that in light of “the changing structure of the American family” much research demonstrates the narrowing percentile of two-parent homes reflects the family structure as wielding a heavy influence on children’s health from a young age (p. 1). Why is this factor important to education? For example, if a child is perpetually hungry or undernourished, he or she will have a great deal of trouble concentrating on teacher instructions. Poor health may also evidence bad behavior in the classroom. While Freeman and Brewer (2013) extensively discuss these aspects. Poverty also makes a difference, however before delving into an examination of this factor it is vital to stress the following.
While it may be confirmed among researchers that the offspring of married biologic parents experience overall academic success, as a whole, children from alternative groups differing by family structure or ethnic background differences could succeed. The deciding factor determining their success or failure involved parents’ understanding of the importance of education, particularly when the adult guardians displayed a proactive involvement. For example O’Donnell and Kirkner (2014) found that while many Latino parents highly value their children’s education sometimes other factors were at play in affecting outcomes. O’Donnell and Kirkner (2014) describe some of the influencing factors depended upon “predominantly mono-lingual Spanish speaking,” income, social skills, and the relationship between teacher and parents. The researchers also noted that “Latinos are the fastest growing ethnic group in the United States” representing “about 25% of all public school children” (O’Donnell & Kirkner, 2014, p. 212). Despite the challenges, and given the high academic expectations of immigrant parents (Latino), logistical complications like transportation getting to school or lack of access to adequate child care are factors.
There has been much discussion as to the performance of Black children in the area of United States education. The Black Family Initiative (2014) research project looked at African-American children’s academic success as linked to certain factors. Their project has reported data stating “Of children born since 1984, more than 60% will spend an average of 5 years of their childhood in a single-parent family. Moreover, 30% of all children in the United States spend their entire lives with single parents” (“Single Parenting Academic Achievement”). So the numbers of single parenthood are no longer unique to black families. However the report indicates findings that the ‘Risk and Protective Factor Model’ does not perceive the single-parent situation as particularly unusual in America, and that certain so-called risk factors actually reflect “background characteristics or life events that may have a negative impact on child development” (“Single Parenting Academic Achievement”). The ‘risks’ represent weaknesses and the ‘protections’ represent positive impacts. For example, the research project investigators found that “children considered high-risk because of exposure to several risk factors often do well in school when their parents and teachers believe that they have the ability to do so (“Single Parenting Academic Achievement”). This shows that strong support from the child’s parent, even in a single-parent household, can have significantly positive outcomes on a student’s success rates academically. This kind of ‘strong-parenting’ reflects the protective factor, mentioned before.
Different researchers agree or disagree that when children come from a single-headed household their academic outcomes are less than successful. Income issues however continue to be real factors in the situation. In the ‘Black Initiative Report’ (2014) findings indicate that the absence of fathers in the home represented a financial hardship. One study has shown that “data from the National Longitudinal Survey of Youth, Knox found that for every $100 of child support mothers receive, their children’s standardized test scores increase by 1/8 to 7/10 of a point” (“Single Parenting Academic Achievement”). As any evaluator can see, money and economics do matter. However, more studies are showing proof that it is parental involvement that counts, in terms of their children’s education playing a huge factor and role in affecting outcomes ending in academic success or resulting in scholastic failure. Even Canadian researchers Beauregard et al. (2014) discovered that “The importance of parent involvement has implications for traditional and nontraditional” kinds of family structures (p. 178). Despite the varying opinions of different researchers, the fact seems to remain that there is a definite link between family structure and good academic success.
In conclusion, perhaps policy analyst Christine Kim provides the insightful data that gives factual support in the situation. Kim (2008) notes that “The impact of family structure on educational outcomes appears to last into young adulthood. Throughout the college entrance process, students from non-intact families tend to fall behind their peers from intact families” (“Academic Success Begins at Home”). Studies therefore lean towards the reality that on the whole, two-parent family structures represent the best environment for children’s academic success. Parent involvement must not be ignored as a substantial influence for the creation of excellence in educational outcomes.
References
Albrecht, S. A., Miller, M. K., & Clark, L. L. Assessing the Importance of Family Structure in Understanding Birth Outcomes. Journal of Marriage and Family, 56, 987-1003.
Beauregard, F.F., Petrakos, H., & Dupont, A. (2014). Family-School partnership:
Practices of immigrant parents in Quebec, Canada. School Community Journal,
24(1), 177-210.
Education, Knowledge, Information. (2014). Academic achievement – Family
background and family structure [Data file]. Retrieved from
http://family.jrank.org/pages/11/Academic-Achievement-Family-Background-Family-Structure.html
Freeman, L.L., & Brewer, M. (2013). Family matters: Links between family structure and
early child health. Journal of Applied Research on Children: Informing
Policy for Children at Risk, 4(1), 1-23. Retrieved from http://digitalcommons.library.tmc.edu/cgi/viewcontent.cgi?article=1117&context=childrenatrisk
Gennetian, L. (2005). One or two parents? Half or step siblings? The effect of Family
structure on young children's achievement. Journal of Population Economics, 18, 415-436.
Heiss, J. (1996). Effects of African American family structure on school attitudes and
performance. [Abstract]. Social Problems, 43(3), 246-267.
Kim, C. (2008, September 22). Academic success begins at home: How children can
succeed in school. The Heritage Foundation. Retrieved from
http://www.heritage.org/research/reports/2008/09/academic-success-begins-at-home-how-children-can-succeed-in-school
O’Donnell, J., & Kirkner, S.L. (2014). The impact of a collaborative family
Involvement program on Latino families and children’s educational performance.
Riegle-Crumb, C. (2006). Marital transitions, parenting, and schooling: Exploring the
link between family-structure history and adolescents’ academic status.
Sociology of Education, 79(4), 329-354.
The Black Family Initiative. (2014). Single parenting and children’s academic
achievement [Data file]. Retrieved from
http://theblackfamilyinitiative.org/single-parenting-and-childrens-academic-achievement
