Defying Statistics or "Latch-key Children in the Late '80s: Family Composition, Working Mothers, and After School Supervision."

Autor/inn/en	Muller, Chandra; und weitere
Titel	Defying Statistics or "Latch-key Children in the Late '80s: Family Composition, Working Mothers, and After School Supervision."
Quelle	(1991), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; After School Programs; Employed Parents; Employment Level; Family Income; Grade 8; Grades (Scholastic); Homework; Junior High School Students; Junior High Schools; Latchkey Children; Mothers; Parent Background; Parent Participation; Stepfamily; Television Viewing + Suchen Sie Ihr Suchwort? Schulleistung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Beschäftigungsgrad; Familieneinkommen; School year 08; 8. Schuljahr; Schuljahr 08; Notenspiegel; Hausaufgabe; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Schlüsselkind; Mother; Mutter; Elternhaus; Elternmitwirkung; Fernsehkonsum
Abstract	This study explored the effects of after-school supervision on 8th graders' academic performance. Data from the National Educational Longitudinal Study of 1988 relating to a total sample size of 20,491 students (after exclusions) in 802 public and 233 private schools were analyzed. The analysis indicated that parents do not discriminate between sons and daughters when they leave children unsupervised. Hispanics and Asians are most likely, and Anglos least likely, to make sure their children have adult supervision. Parents with only a high school education are most likely to provide supervision, and parents with advanced degrees are most likely to leave their children unsupervised for short periods of time. Students living with both natural parents are supervised more than students living in other family types. Homemaking mothers are twice as likely as working mothers to make sure their child is supervised. The analysis of the consequences of lack of supervision indicated that the number of hours students watch television increases with the number of hours spent unsupervised. Students left unsupervised for less than an hour perform better on tests than students in other groups. Students left unsupervised for long periods of time receive lower grades than those in other groups. Four references are cited. (BC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC