Mandara, J. (2006). The impact of family functioning on african american males’ academic achievement: A review and clarification of the empirical literature. Teachers College Record, 108(2), 206-223.
This article reviews and clarifies many inconsistencies and misconceptions in the research literature on the effects of family functioning on African American male academic achievement. It was concluded that when parents use an African American version of authoritative parenting, teach children about their cultural heritage and personal power to achieve in spite of barriers, and are actively involved by monitoring homework and limiting counterproductive time, the odds of African American boys succeeding in school are greatly increased. Implications for parenting interventions, educational policy, and future research are also discussed. Reprinted by permission of the publisher.
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