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Assessing the correlation between the family type and the academic performance of adolescence
males
Linsdale Graham
Bridgewater State University
FAMILY TYPE AND IT’S CORRELATION TO ADACEMIC PERFORMANCE OF ADOLSECENT MALES
Abstract
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FAMILY TYPE AND IT’S CORRELATION TO ADACEMIC PERFORMANCE OF ADOLSECENT MALES
The Effect that family type has on the academic performance of adolescent males
Adolescent males perform 20% below academically than their female counterparts.
(Jones, 2011) Several factors play a role in this such as socio economic status, emotional
stability and intrinsic motivation etc. (Juke & Jam, 2001; Lamar, Cole, & Cater, 2015) Numerous
studies have been conducted on the Family types, focusing on the various types such as Single
Parent, Nuclear Family, Extended Family and Sibling Household. While these family types have
also been assessed in relation to academic achievement, emotional wellbeing and even
attachment styles (Badu, 2002). There are still conflicting reports regarding how much of an
effect a young male’s family type will have on their academic performance. In this paper, an
assessment of the role of family types have on the academic performance of adolescent males
between the ages of 13-17. The following Literature Reviews attempt to demonstrate to what
extent does family types have on the academic performance of adolescent males.
Studies that looked at the role of single parenthood in the role of low academic
performance often focused on cognitive development and access to resources (McLanahan &
Percheski, 2008). Other studies assessed whether parental divorce affects educational attainment
of children and is negatively correlated with parental SES, these processes were seen to
strengthen the lack of development among children from an emotional, physical and cognitive
standpoint. In the European studies reviewed, parental divorce was related to grade retention
(Bosman & Louwes, 1988; Brutsaert, 1998), the kind of track entered in high school (Latten
1984; Dronkers, 1992; Hilmert, 2002; Låftman, 2008), cognitive development (Van Loon et al.,
1978; Dronkers, 1992), and educational attainment overall (Van Loon et al., 1978; Bosman &
Louwes, 1988; Bosman, 1994; Hilmert, 2002; Fischer, 2007). A common process looked into is
whether the slower cognitive development of children with single parents can explain their
FAMILY TYPE AND IT’S CORRELATION TO ADACEMIC PERFORMANCE OF ADOLSECENT MALES
educational attainment, or whether other variables play a role. If the former is the case, one
should focus on cognitive development, and less on educational choices net of performance.
Results here are mixed, one Dutch study finding that cognitive development explained
educational attainment completely (Bosman & Louwes, 1988), while another study from the
same country noted that family structure differences in 6 different types are evident across a
Student academic performance was only half explained by the cognitive development of
adolescents (Dronkers, 1992). Educational choices of teens and their divorced parents
themselves might therefore not be less relevant than behavioural and cognitive development and
school grades. Many studies seeking to explain the effects of family structures and transitions on
children’s educational outcomes have looked into changes in parental resources, and found them
to explain part of these effects (McLanahan and Sandefur, 1994; Thomson, Hanson &
McLanahan, 1994; Jonsson & Gähler, 1997; Garriga & Härkönen, 2009). European studies
which looked at the role of changes in parenting have found partly contradictory results, some
reporting a partly mediated effect of parenting and contrary behavior of children on educational
attainment (Bosman, 1994), while another paper found parenting and parental resources to not
influence the relationship between parental divorce and child outcomes (Dronkers, 1992).
FAMILY TYPE AND IT’S CORRELATION TO ADACEMIC PERFORMANCE OF ADOLSECENT MALES
Research Question: Is there a significant difference between the academic performance of adolescent
Null hypothesis: There is no significant difference in the academic performance of adolescent males
HA: 𝜇1≠𝜇2
𝜇1≠𝜇3
𝜇2≠𝜇3
FAMILY TYPE AND IT’S CORRELATION TO ADACEMIC PERFORMANCE OF ADOLSECENT MALES
Method:
Participants
A comprehensive list of adolescent males between the ages of 11-16 in the Brockton School
system was obtained. Questionnaires were distributed to 800 randomly selected students
inquiring about their academic performance in the past year and their family type and socio
signed by their parent or guardian. This statement ensured the participants confidentiality in
alignment with the standards of the IRB. They were given 5 weeks to respond. Of the 800
surveys distributed, 200 were returned. Of the 200 returned, students were selected according to
the family type they selected on the survey: 1) Nuclear 2) Single Parent 3) Extended. All males
who attend school in the Brocton area. Of the participants selected, 38 was from a single parent
Measures
The UK Avon Longitudinal Study of Parents and Children (ALSPAC) study (Sidebotham,
Heron & The ALSPAC Study Team University of Bristol, 2006), followed children (n =
14,256) from birth through to age 6 years. The study found that of the 293 (2.1%) of children
who were the subject of social service investigations, 115 (0.8%) were placed on the child
neglect (Sidebotham et al., 2006). Children from sole-mother families had a higher risk of
registration on the child protection register than those living in "two-parent" families. The
authors reported that the effects of sole-mother status were modified by parental background
FAMILY TYPE AND IT’S CORRELATION TO ADACEMIC PERFORMANCE OF ADOLSECENT MALES
characteristics such as young parental age, low educational achievement, adverse childhood
experiences, and past psychiatric history, as well as socio-economic factors. Poverty was
found to be the highest risk factor for both investigation and registration for all children on
the register, but again this was moderated by other factors. The extra stresses commonly
experienced by sole-mother families created a higher risk environment for these children.
Finally, although the relative risk was higher for sole-mother families than for "two-parent"
families, the vast majority of sole-mother families (96.5%) had no record of child
maltreatment registration.
A Canadian study of child neglect (Dufour et al., 2007) found that "single-parent" families
were overrepresented in the child protection system, accounting for 49% of substantiated
cases of neglect (comprising 88% sole-mother families, and 12% sole-father families). "Two-
parent families" accounted for 38% of substantiated neglect cases. Sole-mothers tended to
experience a greater number of parental personal and social problems - including substance
abuse, mental health issues, low levels of education, and unemployment - than other parents.
Much of the variation in risk by family structure in this study was explained by these
differences.
Results
A one way analysis of variance (ANOVA) was run on participant’s scores on ALSPAC.
The post hoc showed significant mean difference (p<.05) in the academic performance
between the participants who were from a single parent family (M=38), and the
participants who are from nuclear families (M=24) and those from an extended family
(M=19).
FAMILY TYPE AND IT’S CORRELATION TO ADACEMIC PERFORMANCE OF ADOLSECENT MALES
Discussion
This study was done as a pilot study, therefore used a small sample. With a small sample,
The sampling methodology was not random. Participants were selected based on Family
type and other criteria to achieve maximum variation. Because of the sampling bias, the
The study required volunteers to complete the survey, also adding to the potential for bias
Although the purpose of the study was not explicitly discussed with participants, because
of the specific questions asked, participants may have anticipated the results expected and
answered accordingly. This would call into question the validity. With such a specific
LIMITATIONS
This study was done as a pilot study, to determine whether any difference in academic
performance of adolescent males and their family types exists. Future studies can further
This study did not answer how other factors such as socio economic status, familial
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