The Effects of Single The Effects of Single Parenting on the Literacy Parenting on the Literacy Achievement of African-Achievement of African-American studentsAmerican students

By Stephanie BryantBy Stephanie Bryant

Table of ContentsTable of Contents

•IntroductionIntroduction 3 3 – Statement of the Problem 4Statement of the Problem 4– Review of the Literature Review of the Literature 55– Statement of the Hypothesis 10Statement of the Hypothesis 10

•MethodsMethods 1111– Instruments Instruments 1111– Experimental DesignExperimental Design– ProcedureProcedure

•ReferencesReferences 1313

•Appendices Appendices 1818

IntroductionIntroduction

• There is a vast increase in the number There is a vast increase in the number of single parent households. of single parent households.

• This change can be accredited to the This change can be accredited to the many factors. many factors.

• Single parent households are Single parent households are especially prevalent in the African-especially prevalent in the African-American community.American community.

Statement of the ProblemStatement of the Problem

• Children from single parent Children from single parent households are faced with extra households are faced with extra burdens that children from two-burdens that children from two-parent households do not have to parent households do not have to face. In an effort to alleviate these face. In an effort to alleviate these stresses, adjustments need to be stresses, adjustments need to be made.made.

Review of Related LiteratureReview of Related Literature

•Single Parent Households Do Single Parent Households Do Affect Student AchievementAffect Student Achievement– Pros: Parents who are involved in their Pros: Parents who are involved in their

student’s academic career help to student’s academic career help to increase the student’s academic increase the student’s academic achievementachievement

• Epstein & Dauber (1991) ; Zellman & Waterman (1998); Hawes & Epstein & Dauber (1991) ; Zellman & Waterman (1998); Hawes & Plourde (2000); Senechal & LeFevre (2002, March-April) ; Ricciuth Plourde (2000); Senechal & LeFevre (2002, March-April) ; Ricciuth (2004, March/April) ; England, Luckner, Whaley, Egeland (2004); (2004, March/April) ; England, Luckner, Whaley, Egeland (2004); Amato (2005); Driessen, Smit, & Sleegers (2005, August); Jeynes Amato (2005); Driessen, Smit, & Sleegers (2005, August); Jeynes (2005, Summer) ; Houtenville & Conway (2008).(2005, Summer) ; Houtenville & Conway (2008).

Review of Literature cont’d Review of Literature cont’d

• Single Parent Households Do Not Single Parent Households Do Not Affect Student AchievementAffect Student Achievement– Cons: Single parent households do not play a Cons: Single parent households do not play a

role in student’s academic achievement, but role in student’s academic achievement, but other factors such as student’s motivational other factors such as student’s motivational level play a role in student’s academic level play a role in student’s academic achievementachievement• Iverson, Brownlee, & Walberg (1981);Iverson, Brownlee, & Walberg (1981); Dominia (2005, Dominia (2005,

July); Debell (2008); July); Debell (2008); Sojourner & Kushner (1997).Sojourner & Kushner (1997).

Current Educational Current Educational StrategiesStrategies

• There are some strategies being There are some strategies being implemented in schools to help implemented in schools to help single parent households increase single parent households increase the academic achievement of their the academic achievement of their children. These include: children. These include: – Training parents on how to conduct Training parents on how to conduct

reading instruction at home (reading instruction at home (Faires, Nichols, & Faires, Nichols, & Ricklman, 2000). Ricklman, 2000).

Current Education Strategies Current Education Strategies cont’dcont’d

– Having teachers implement strategies such asHaving teachers implement strategies such as• maintaining a positive relationship with parents. maintaining a positive relationship with parents.

• having active parents spread the word to other having active parents spread the word to other parents to alleviate the educational barrier that parents to alleviate the educational barrier that African-American parents when dealing with their African-American parents when dealing with their child’s teacher child’s teacher (Neuman, Hagedorn, Celano, & Daly, 1995(Neuman, Hagedorn, Celano, & Daly, 1995 ; Trotman, 2001) .Trotman, 2001) .

– Having schools implement strategies that Having schools implement strategies that • exhibit themes of empowerment, outreach, and exhibit themes of empowerment, outreach, and

indigenous resources (indigenous resources (Abdul-Adil & Farmer Jr. 2006) .Abdul-Adil & Farmer Jr. 2006) .

Parental Involvement Parental Involvement TheoristsTheorists• EpsteinEpstein

– Six types of Parental InvolvementSix types of Parental Involvement

• WalbergWalberg– Parents and Schools need to CooperateParents and Schools need to Cooperate

• Hoover-DempseyHoover-Dempsey– Defined at-home and in-school Defined at-home and in-school

involvementinvolvement

Statement of HypothesisStatement of Hypothesis

• HHRR1 1 – Implementing the shared reading Implementing the shared reading

strategy with twenty-two African-strategy with twenty-two African-American third-grade students from non-American third-grade students from non-intact (single) parent households over a intact (single) parent households over a six week period will help students at P.S. six week period will help students at P.S. X will increase their reading and writing X will increase their reading and writing achievement on the practice New York achievement on the practice New York State English Language Arts Examination. State English Language Arts Examination.

MethodMethod

• Participants (N)Participants (N)– Twenty-five third studentsTwenty-five third students

•Twenty-two African AmericanTwenty-two African American

•Three Latino AmericanThree Latino American

•Thirteen African American students Thirteen African American students from non-intact householdsfrom non-intact households

– Working Class FamiliesWorking Class Families– Public School in Brooklyn, NYPublic School in Brooklyn, NY

Method cont’dMethod cont’d

• Instrument (s)Instrument (s)– Demographic SurveyDemographic Survey– Literacy SurveysLiteracy Surveys

•Student and ParentStudent and Parent

– New York State English Language Arts New York State English Language Arts practice Examspractice Exams

• Experimental DesignExperimental Design

• ProcedureProcedure

ReferencesReferences

Abdul-Adil J. K., & Farmer Jr., A. D. (2006Abdul-Adil J. K., & Farmer Jr., A. D. (2006). Inner-city african-american parental ). Inner-city african-american parental involvement in elementary schools: Getting beyond urban legends of apathyinvolvement in elementary schools: Getting beyond urban legends of apathy .. Retrieved September 18, 2009 from ERIC database. (ERIC Document Reproduction Service No. Retrieved September 18, 2009 from ERIC database. (ERIC Document Reproduction Service No.

EJ744414).EJ744414).Amato, P. (2005). Amato, P. (2005). The impact of family formation change on the cognitive, social, The impact of family formation change on the cognitive, social, and emotional well-being of the next generationand emotional well-being of the next generation. Retrieved on October 3, 2009 from . Retrieved on October 3, 2009 from ERIC database. (ERIC Document Reproduction Service No. EJ795852).ERIC database. (ERIC Document Reproduction Service No. EJ795852).Battle, J. & Coates, D. L. (2004, Autumn). Father-only and mother only, single-parent Battle, J. & Coates, D. L. (2004, Autumn). Father-only and mother only, single-parent family status of black girls and achievement in grade twelve and at two-years post high family status of black girls and achievement in grade twelve and at two-years post high schoolschool. The Journal of Negro Education, 73. The Journal of Negro Education, 73 (4), 392-407. Retrieved October 21, 2009, from (4), 392-407. Retrieved October 21, 2009, from

http://www.jstor.org/stable/4129624.http://www.jstor.org/stable/4129624.Baumann, J.E., & Thomas, D. (1997, October). If you can pass momma’s tests then she Baumann, J.E., & Thomas, D. (1997, October). If you can pass momma’s tests then she knows you’re getting your education”: A case study of support for literacy learning knows you’re getting your education”: A case study of support for literacy learning within an african american family. within an african american family. The Reading TeacherThe Reading Teacher, , 5151(2), 108-120. (2), 108-120. Retrieved September 25, 2009, from Education Full Text database. Retrieved September 25, 2009, from Education Full Text database. Berendt, P. R., & Koski, B. (1999, March). Berendt, P. R., & Koski, B. (1999, March). No shortcuts to successNo shortcuts to success. Retrieved September 18, 2009 from . Retrieved September 18, 2009 from

ERIC database. (ERIC Document Reproduction Service No. EJ581571).ERIC database. (ERIC Document Reproduction Service No. EJ581571).Brandt, Ron. (1989). On parents and schools: A conversation with joyce epstein. Brandt, Ron. (1989). On parents and schools: A conversation with joyce epstein. Educational Leadership, Educational Leadership, 24-27. Retrieved November 6, 2009 from Education Full Text Database.24-27. Retrieved November 6, 2009 from Education Full Text Database.Brody, G.H . & Flor, D. L. (1998, June). Maternal resources, parenting practices, and Brody, G.H . & Flor, D. L. (1998, June). Maternal resources, parenting practices, and child competence n rural, single-parent african american families. child competence n rural, single-parent african american families. Child Development, Child Development, 6969 (3), 803-816. Retrieved October 21, 2009, from (3), 803-816. Retrieved October 21, 2009, from http://www.jstor.org/stable/1132205.http://www.jstor.org/stable/1132205.

References cont’dReferences cont’d

DeBell, M. (2008). Children living without their fathers: Population estimates and DeBell, M. (2008). Children living without their fathers: Population estimates and indicators of educational well-being. indicators of educational well-being. Social Indicators ResearchSocial Indicators Research, , 8787(3), 427-443. (3), 427-443. Retrieved October 3, 2009 from Education Full Text database.Retrieved October 3, 2009 from Education Full Text database.Dominia, T. (2005, July). Leveling the home advantage: Assessing the effectiveness of Dominia, T. (2005, July). Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary schools. parental involvement in elementary schools. The Reading TeacherThe Reading Teacher,, 51 51(2), 108-120. (2), 108-120. Retrieved September 25, 2009, from Education Full Text database. Retrieved September 25, 2009, from Education Full Text database. Driessen, G., Smit, F. & Sleegers, P. (2005, August). Parental involvement and Driessen, G., Smit, F. & Sleegers, P. (2005, August). Parental involvement and educational achievementeducational achievement. Taylor &Francis, Ltd., 31. Taylor &Francis, Ltd., 31 (4), 509-532. (4), 509-532. Retrieved September 25, 2009, fromhttp://www.jstor.org/stable/30032581. Retrieved September 25, 2009, fromhttp://www.jstor.org/stable/30032581. England, M. M., Luckner, A. E., Whaley, G. J. L. & Egeland, B. (2004). England, M. M., Luckner, A. E., Whaley, G. J. L. & Egeland, B. (2004). Children’s achievement in early Children’s achievement in early

elementary school: Longitudinal effects of parental involvement, expectations, and quality of elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance.assistance. Retrieved September 17, 2009 from ERIC database. (ERIC Document Reproduction Retrieved September 17, 2009 from ERIC database. (ERIC Document Reproduction Service No. EJ685033).Service No. EJ685033).

Epstein, J. L. & Dauber, S. L. (1991). School programs and teacher practices of parent involvement in Epstein, J. L. & Dauber, S. L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle students. inner-city elementary and middle students. Elementary School Journal, 91Elementary School Journal, 91(3), 289- 305. Retrieved (3), 289- 305. Retrieved October 26,2009 from Education Research Complete database. October 26,2009 from Education Research Complete database.

Faires, J., Nichols, W. D., & Ricklman, R. J. (2000). Faires, J., Nichols, W. D., & Ricklman, R. J. (2000). Effects of parental involvement in developing Effects of parental involvement in developing competent readers in first grade.competent readers in first grade. Retrieved October 5, 2009 from ERIC database. (ERIC Document Retrieved October 5, 2009 from ERIC database. (ERIC Document Reproduction Service No.Reproduction Service No. EJ614440).EJ614440).

Flowers, L. A. (2007). Recommendations for research to improve reading achievement in Flowers, L. A. (2007). Recommendations for research to improve reading achievement in african american students. african american students. Reading Research QuarterlyReading Research Quarterly, , 4242(3), 424-428. Retrieved October 21, (3), 424-428. Retrieved October 21,

2009 from Wilson Full Text database.2009 from Wilson Full Text database.

References cont’d References cont’d

Gonzalez-DeHass, A.,Willems, P. P., Holbein, M. F. D. (2005, June). Gonzalez-DeHass, A.,Willems, P. P., Holbein, M. F. D. (2005, June). Examining the Examining the relationship between parental involvement and student motivationrelationship between parental involvement and student motivation. Retrieved . Retrieved September 17, 2009 from ERIC database. (ERIC Document Reproduction Service September 17, 2009 from ERIC database. (ERIC Document Reproduction Service

No.EJ732429). No.EJ732429). Hawes,C. A., & Plourde, L. A. (2000). Parental involvement and its influence on the Hawes,C. A., & Plourde, L. A. (2000). Parental involvement and its influence on the reading achievement of 6th grade students. reading achievement of 6th grade students. Reading ImprovementReading Improvement, 47-57. Retrieved , 47-57. Retrieved

September 25, 2009 from Education Full Text database. September 25, 2009 from Education Full Text database. Houtnville, A. J., & Conway, K. S. (2008). Houtnville, A. J., & Conway, K. S. (2008). Parental involvement, school resources and Parental involvement, school resources and

student achievementstudent achievement. Retrieved September 18, 2009 from ERIC database. (ERIC . Retrieved September 18, 2009 from ERIC database. (ERIC Document Reproduction Service No.Document Reproduction Service No. EJ792701). EJ792701).

Jeynes, W. H. (2005, Summer). The effects of parental involvement on the academic Jeynes, W. H. (2005, Summer). The effects of parental involvement on the academic achievement of african-american youth. achievement of african-american youth. The Journal of Negro EducationThe Journal of Negro Education, , 7474(3), 260-(3), 260-274. Retrieved September 25, 2009, from http://www.jstor.org/stable/40027432. 274. Retrieved September 25, 2009, from http://www.jstor.org/stable/40027432.

Iverson, B. K., Brownlee, G. D., & Walberg, H.J. (1981). Parent-teacher contacts and Iverson, B. K., Brownlee, G. D., & Walberg, H.J. (1981). Parent-teacher contacts and student learning. Retrieved November 6, 2009, from student learning. Retrieved November 6, 2009, from http://www.jstor.org/stable/27539847.http://www.jstor.org/stable/27539847.

Neuman, S. B., Hagedorn, T., Celano, D., & Daly, P. (1995, Winter). Toward a Neuman, S. B., Hagedorn, T., Celano, D., & Daly, P. (1995, Winter). Toward a collaborative approach to parent involvement in early education: A study of teenage collaborative approach to parent involvement in early education: A study of teenage mothers in an african-american community. Retrieved October 26, 2009, from mothers in an african-american community. Retrieved October 26, 2009, from http://www.jstor.org/stable/1163336. http://www.jstor.org/stable/1163336.

References cont’dReferences cont’d

Ricciuth, H. N. (2004, March/April). Single parenthood, achievement, and problem Ricciuth, H. N. (2004, March/April). Single parenthood, achievement, and problem behavior in white, black, and hispanic children. Retrieved September 18, 2009 from ERIC database. behavior in white, black, and hispanic children. Retrieved September 18, 2009 from ERIC database.

(ERIC Document Reproduction Service No.(ERIC Document Reproduction Service No. EJ698473). EJ698473). Senechal, M., & LeFevre, J. (2002, March-April). Parental involvement in the development of children’s Senechal, M., & LeFevre, J. (2002, March-April). Parental involvement in the development of children’s

reading skills: A five year longitudinal study. reading skills: A five year longitudinal study. Blackwell PublishingBlackwell Publishing, , 7373(2), 445-460. Retrieved (2), 445-460. Retrieved September 21, 2009, from September 21, 2009, from

http://www.jstor.org/stable/3696368. http://www.jstor.org/stable/3696368. Sojourner, J., & Kushner, S.N. (1997, March). Sojourner, J., & Kushner, S.N. (1997, March). Variables that impact the education of african american Variables that impact the education of african american

students: Parental involvement, religious socialization, socioeconomic status, self-concept, and students: Parental involvement, religious socialization, socioeconomic status, self-concept, and gender.gender. Retrieved November 9, 2009 from ERIC database (ERIC Document Reproduction Service No. Retrieved November 9, 2009 from ERIC database (ERIC Document Reproduction Service No. ED410326).ED410326).

Sun, Y., & Li, Y. (2007). Sun, Y., & Li, Y. (2007). Racial and ethnic differences in experiencing parents' marital disruption during Racial and ethnic differences in experiencing parents' marital disruption during late adolescencelate adolescence. Retrieved October 3, 2009 from ERIC database. (ERIC Document Reproduction . Retrieved October 3, 2009 from ERIC database. (ERIC Document Reproduction Service No.Service No. EJ698473).EJ698473).

Trotman, M.F. (2001, Autumn). Involving the african american parent: Recommendations to increase Trotman, M.F. (2001, Autumn). Involving the african american parent: Recommendations to increase level of parent involvement in african American Families. level of parent involvement in african American Families. The Journal of Negro Education, The Journal of Negro Education, (70), 275-(70), 275-285. Retrieved September 21.2009 from, http://www.jstor.org/stable/3211280.285. Retrieved September 21.2009 from, http://www.jstor.org/stable/3211280.

Walberg, H. J. (1984). Families as partners in educational productivity. Walberg, H. J. (1984). Families as partners in educational productivity. The Phi Delta Kappan, 65The Phi Delta Kappan, 65(6), 397-(6), 397-400. Retrieved November 9, 2009 from, http://www.jstor.org/stable/20387056.400. Retrieved November 9, 2009 from, http://www.jstor.org/stable/20387056.

Zellman, G. L., Waterman, J. M. (1998). Zellman, G. L., Waterman, J. M. (1998). Understanding the impact of parent school involvement on Understanding the impact of parent school involvement on children’s educational outcomeschildren’s educational outcomes. Retrieved October 3, 2009 from ERIC database. (ERIC Document . Retrieved October 3, 2009 from ERIC database. (ERIC Document Reproduction Service No.Reproduction Service No. EJ571135). EJ571135).

Appendix AAppendix AConsent formConsent form

Dear Principal ,Dear Principal ,

My name is Stephanie Bryant and I am a graduate student in My name is Stephanie Bryant and I am a graduate student in the Elementary Education department at Brooklyn College. I the Elementary Education department at Brooklyn College. I am currently completing my action research project on The am currently completing my action research project on The Effects of Single Parent Households on Literacy Achievement. I Effects of Single Parent Households on Literacy Achievement. I am writing requesting permission to use a classroom of your am writing requesting permission to use a classroom of your students in the third-grade to test the effectiveness of my students in the third-grade to test the effectiveness of my research project. With your permission, the students from research project. With your permission, the students from single parent households will be read to utilizing the shared single parent households will be read to utilizing the shared reading approach in addition to the Balanced Literacy reading approach in addition to the Balanced Literacy program that occurs during the day. I believe that the program that occurs during the day. I believe that the additional reading that these children will be exposed to will additional reading that these children will be exposed to will help to increase their overall literacy skills. It is very important help to increase their overall literacy skills. It is very important that you understand that under no circumstances will the that you understand that under no circumstances will the name of your school as well as the children's names be name of your school as well as the children's names be released. All data and information will remain completely released. All data and information will remain completely confidential. Thank you so much for considering my research confidential. Thank you so much for considering my research project and I look forward to hearing from you soon.project and I look forward to hearing from you soon.

Sincerely,Sincerely,

Stephanie Bryant Stephanie Bryant

Appendix BAppendix BDemographic SurveyDemographic Survey

DirectionsDirections: Please select one of the numbers below that best answers the : Please select one of the numbers below that best answers the question and place your response on the space provided to the right.question and place your response on the space provided to the right.

Gender: (1) Male or (2)FemaleGender: (1) Male or (2)Female ____ ____

Age Range: (1) 8-10 yrs. (2) 11-13 yrs. (3)18-23yrs. Age Range: (1) 8-10 yrs. (2) 11-13 yrs. (3)18-23yrs. (4) 24-30yrs. (5) 31-37 yrs. (6) 38-44yrs (7) 45+yrs. (4) 24-30yrs. (5) 31-37 yrs. (6) 38-44yrs (7) 45+yrs.

____ ____ Education Level: (1) Some High School (2) Finished High School Education Level: (1) Some High School (2) Finished High School

____ ____ (3) Some College (4) Finished College (3) Some College (4) Finished College (5) Graduate School (6) Post Graduate(5) Graduate School (6) Post Graduate

Parental Situation: (1) Intact Household (2) Non-Intact Household Parental Situation: (1) Intact Household (2) Non-Intact Household ____ ____

Racial Background: (1) Caucasian Racial Background: (1) Caucasian (2) Hispanic(2) Hispanic ________

(3) African-American (4) Asian(3) African-American (4) Asian (5) Other(5) Other(6) Mixed Heritage(6) Mixed Heritage

Appendix CParent Survey

Directions: Please select one of the numbers below that best answers the question and place your response on the space provided to the right.

1= Strongly Agree 2= Agree 3= Disagree 4 = Strongly Disagree

• I help my child with his homework every night. ______• I have a good relationship with my child’s teacher. ______• I am a currently a member of the Parent Teacher Association.

______• I assist my child with his homework at least three nights a week.

______• My child does well in school because of my help. ______• I assist my child with school work only when asked. ______• I am satisfied when my child does his best in school. ______

• I read to my child every night. ______

• I always attend school functions such as Open House ______at my child’s school. • I read with my child at least three nights a week. ______

Appendix D Student Survey

Directions: Please select one of the numbers below that best answers the question and place your response on the space provided to the right.

• 1= Strongly Agree 2= Agree 3= Disagree 4 = Strongly Disagree

• I read every day. ______• I read independently for 30 minutes everyday.

______• I read independently an hour everyday. ______• I write everyday. ______• I write outside of school three times a week. ______• I write outside of school 30 minutes everyday.

______• I always understand what I am reading. ______• I understand more than half of what I am reading. ______• I enjoy writing. ______

• I always ask for help if I do not understand what I am reading. ______