Article review
Racial/ethnic socialization and parental involvement in education as predictors of cognitive ability and achievement in African American children.
Banerjee, M., Harrell, Z., & Johnson, D. (2009). Racial/ethnic socialization and parental involvement in education as predictors of cognitive ability and achievement in African American children. 40, 595-605.
Study design
- In this article review, the type of study conducted was longitudinal since it involved phase III of research that was ongoing.
- The purpose of the study was to determine the role of racial/ethnic socialization and parental involvement in education and its relationship to children’s cognitive outcomes over time among African American youth (Banerjee, Harrell, and Johnson, 2009).
Variables
- In the study, the researchers used two predictor variables which were cultural socialization and parental involvement in education.
- The dependent variable used was cognitive performance.
Operational definition of variables
Cultural socialization as a predictor variable involved the messages that children received from the parents with regard to race/ethnic considerations. It was measured using a scale that was administered to respondents in the study group. Parental involvement was basically the extent to which a parent indulged in the academic wellbeing of the child and was measured using parents’ report of ‘the parent-teacher school involvement’ (Banerjee et. al., 2009).
Cognitive performance being a dependent variable was the child’s ability to learn and it was measured using Woodcock-Johnson Psycho-Educational Battery which comprised a set of tests (Banerjee et. al., 2009).
Hypothesis
High parental involvement in education brought about better cognitive and academic performance based on reading and language. Interaction between parental involvement in education and racial/ethnic socialization was related to the children’s performance.
Results
- The study found out that African American parents favored a variety of cultural experiences, knowledge and pride for their children.
- The result supported the hypothesis partially. It proofed that there was no relationship between parental involvement and cognitive achievement and ability. Interaction between high cultural exposure and high parental involvement assisted in comprehension of passages.
Conclusions
The study targeted adolescents which means that it was crucial in analyzing the parents’ involvement in education for this volatile group (Banerjee et. al. 2009). The focus of the study was racial/ethnic socialization practices, cultural exposure, pride and heritage. Cultural exposure was necessary in comprehension of passage and it interacted well with parental involvement for academic improvement. In the study, it was noted that cultural socialization did not enhance cognitive outcomes. According to Thornton et. al. (2006) as cited by Banerjee et. al. (2009), race-based messages only served to protect the child and bring about self confidence.
Future studies should review the cultural socialization since it affects the child both psychologically and academically. Parental involvement in education alone does not improve academic achievements.
Critique
The study had its own limitations as noted by the researchers. First, the racial/ethnic socialization variables were restricted to one phase of data collection. The researchers ought to have collected data in two or three phases to cater for social changes according to Hughes and Johnson (2001) as cited by Banerjee et. al. (2009). Secondly, it did not examine the multiple dimensions of racial/ethnic socialization on a broader range of cognitive ability and achievement. This ought to have been done to get the effects of individual dimensions and the outcomes. Finally, the children did not give their responses with regard to the impact of their parents’ racial/ethnic socialization practices. If they did, it would have been crucial in getting the actual picture of the situation.
The researchers did not however exhaust all the limitations. I discovered that the study was limited to African American families. Other groups ought to have been included as they also practice racial/ethnic socialization. The study was also limited to academic performance and cognitive functioning as opposed to covering other spheres of life like interpersonal relationships.
Reference
Banerjee, M., Harrell, Z., & Johnson, D. (2009). Racial/ethnic socialization and parental involvement in education as predictors of cognitive ability and achievement in African American children. J youth adolescence. 40, 595-605.