Letter from the Editor
Staff Articles
- Epigenetic effects of Maternal Behavior… Sounds a lot like Attachment Theory
- Mean Kids, Mean Moms?
- Problematizing Perfectionism: A Closer Look at the Perfectionism Construct
- Food Allergy and Bullying: The Implications for Parents of Children with Food Allergies
- Child Maltreatment and Resilience in the Academic Environment
- The Role of Consumer Satisfaction in Psychiatric Care
- The Many Treatment Methodologies for Phobias: Finding the Best Fit
- The Effect of Post-Traumatic Stress Disorder on the Ability to Recognize Facial Expressions
- The Female/Athlete Paradox: Managing Traditional Views of Masculinity and Femininity
- Socio-emotional Interventions: The Efficacy of Socio-Emotional Interventions in Head Start Classrooms
- Comparing the type of trauma and the severity of PTSD symptoms in children and adolescents
- The Role of Community Connection for Immigrant Youth’s School Engagement
- Household Economic Shock and the Academic Experiences of College Women
- Sexual Minority Identity Development, Onset of Same-Sex Sexual Behavior, and HIV Risk Outcomes
- Parent-Child Interactions in Behavioral Treatment of Selective Mutism: A Case Study
- Children’s Fictional Narratives: Gender Differences in Storytelling
- Risk-Taking Behaviors in First Generation Immigrant Adolescents: The Role of Acculturative Stress and Social Support
- Promoting the Mathematics Achievement of Economically Disadvantaged Latino and African American Students: Understanding the Roles of Parental Involvement and Expectations
- Caregiver and Teacher Use of Evaluation and the Development of Latino Preschooler’s Socio-Emotional Skills
Steven Roberts
In the U.S., economically disadvantaged Latino and African American students are repeatedly found to have low mathematics proficiency rates, which often leave these students without the skills and knowledge needed to compete in our increasingly technological job market. Therefore, supporting the mathematics achievement of these students may increase their ability to become economically successful in later life. Research suggests that through parental involvement and expectations, parents play an important role in promoting their children’s mathematics achievement. However, how parental involvement and expectations relate to different types of mathematics achievement is not clear. This study examined how parental involvement and expectations related to both basic (i.e., arithmetic) and complex (e.g., algebra) types of mathematics in a sample of 29 economically disadvantaged Latino and African American parents and their early adolescent children. Bivariate correlations and regression analyses indicated that parental involvement was not related to any of the mathematics outcomes, whereas parental expectations were related to the more difficult mathematics outcomes. Implications for research, practice, and policies are discussed.