TY  - CHAP
AB  - Abstract 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.
VL  - 2
SN  - 978-1-78350-783-2/2051-2317
DO  - 10.1108/S2051-231720140000002022
UR  - https://doi.org/10.1108/S2051-231720140000002022
AU  - Howard Lionel C.
AU  - Rose Jason C.
AU  - Barbarin Oscar A.
PY  - 2014
Y1  - 2014/01/01
TI  - Raising African American Boys: An Exploration of Parental Educational Practices and Beliefs
T2  - African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice
T3  - Advances in Race and Ethnicity in Education
PB  - Emerald Group Publishing Limited
SP  - 87
EP  - 106
Y2  - 2024/04/19
ER  -