Although parent socialization practices are critical to children’s cognitive development, educational researchers know too little of how parental practices function to meet the specific challenges of supporting African American boys’ development. This chapter offers critical insights on how 15 parents of African American boys (ages 3–8) conceive and implement strategies for the development of their sons. Using structured interview data, this chapter highlights the ways in which they promoted an emerging academic identity. Findings reveal three forms of support – schools, emotional, and resource – that undergirded the academic socialization of the African American boys. Implications were offered to young African American boys in developing their academic identity.
Howard, L.C., Rose, J.C. and Barbarin, O.A. (2014), "Raising African American Boys: An Exploration of Parental Educational Practices and Beliefs", African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice (Advances in Race and Ethnicity in Education, Vol. 2), Emerald Group Publishing Limited, pp. 87-106. https://doi.org/10.1108/S2051-231720140000002022Download as .RIS
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