Single Parent Homes and Academic Achievement Essay Example for Free

whiz Pargonnt Homes and Academic Achievement Essay there are several theories that keep be use to study the way family structure inclines educateman movement, as well as to demonstrate the influence of an another(prenominal)(prenominal) factors much(prenominal) as impoverishment and family resources. When these factors are to a broader extent closely examined it is evident that within any family structure a lack of necessary financial and confirmative resources will negatively affect childrens schoolman transaction.As the number of both sensation and two-parent families living in poverty rises, this interrogation is important in helping to develop an educational system in the United States that is both equal and effective for the growing changes in family demographics. Keywords academic achievement, oneness-parent homes, Family shortage Model, Risk and preventative Factor Model, social capital theory, enate involvement Children from single parent homes are not as negatively refered academically as some in the popular media suggest.Raising children without a partner presents many challenges, but there is research that points to strategies to mitigate these issues. Specifically in ground of childrens academic achievement, studies show that it is other social and environmental factors, not single parenthood itself, which accounts for the achievement gap between children from single-parent homes and their peers from nuclear families. Statistics In 2007, there were approximately 13. 7 million single parents in the United States (Wolf, 2011). This number was an increased from an estimated 11 million on 1994 (Engber, 1995).In roughly 81% of these homes, the mother is the custodial parent, with in effect(p) 17% of fathers as the primary custodian. Of the mothers who are head of household, 45% are divorced or separated, 34. 2% cause never been married, 19% are remarried (to soulfulness other than other parent), and 1. 9% are widowed (Wolf, 2011). Other important statistic regarding single-parent homes is that al close to 40% are living at or below the poverty line in the United States. Nearly 90% of single-parents however, are employed full- duration (Wolf, 2011).This places many families in a situation where their income is too gamey to stupefy state funded services such as Medicaid and cash assistance, but not high enough to meet the familys financial needs. Research models Different models have been used throughout the years to study the effects of single parenting on children. In the 1970s the Family Deficit Model suggested that single-parent homes have a negative impact on children because the model starts from the assumption that the traditional nuclear family structure is ideal.This model did not take into account economic or other social factors that influence families. In the early 1990s the Risk and contraceptive Factor Model was developed. This model states that family structure is one of several run a risk factors. Under this model, a risk factor can be any environmental, familial, or social factor that has the potential to have a negative impact on a family. Protective factors, as described by this model, are those that positively computer backup a family and can lessen the effects of risk factors (Adoption Media LLC, 2011).A third theory used to research the effect of single-parent homes on academic achievement is social capital theory. Social capital refers to a person or familys ability to find resources such as income and education. According to Shriner et al. (2010), As a construct, social capital is measured by the quality and quantity of networks connecting children to the resources of their parents (p. 447). Using this model, researchers have identified factors other than family structure that influence academic achievement.One article stated Although similar to each other, adolescents in single-mother and stepfather family structures had lower grades and vocabulary sc ores compared to their two-biological-parent counterparts. In these family structures, the academic outcomes were more(prenominal) than likely related to mothers race, education, monitoring, and attachment, than family structure. (Shriner, 2010, p. 446) Academic Achievement The phrase academic achievement refers to the level of mastery in certain subject areas, not including ones potential to achieve (Center for American feeler, 2006).Beginning with the No Child Left Behind Act, states are required to measure academic achievement of public school students using similar tests and other tools (Center for American Progress, 2006). There has been much debate over the effect of single-parenting on childrens academic achievement. Some studies have shown that children from single-parent homes do not perform as well in school and have higher dropout rates than children from two-parent homes (Entwisle, 1996). In 1988, it was reported that the rate of grade repetition for children of sing le parents was 75% higher than children from nuclear families (Entwisle, 1996).Other studies have stated that children from single-parent homes are less likely to attend college and perform less well on govern tests (Hampden-Thompson, 2005). In contrast, other research demonstrates that being from a single-parent home is not necessarily detrimental to academic achievement. According to one website devoted to research and discipline on single-parenting Exceptionally achieving individuals in virtually every human endeavor are more likely to have missed a parent roe (1952a) learned from her examination of notable contemporary scientists that 15% had lost a parent by death in the first place age 10.Broken down by field, this happened to 25% of the biologists, 13% of the physical scientists, and 9% of the social scientists. To place this figure in perspective, Roe referred to data showing that only around 6% of college students lost a parent by age 10. Roe also mentioned Bells (1937 ) work on illustrious mathematicians, in which around one-quarter had lost a parent before age 10 and nearly one-third before age 14 parental loss can occur by means other than orphanhood, such as alcoholism, abandonment, and divorce (The Liz Library)One of the reasons for the change in views on this issue may be that earlier research was conducted mainly with single-parent families that became that way through divorce. The research did not include the trauma of divorce and the change in socioeconomic status that is often the result of divorce. It could be these factors, not the family structure itself, that accounts for the differences in academic achievement (Entwisle, A Parents Economic Shadow Family Structure Versus Family Resources as Influences on Early School Achievement, 1995).Parental education, particularly that of the mother, is also pinpointed as having a major(ip) influence on a childs academic achievement (Shriner, 2010). Children who have mothers who did not complete high school scored lower on standardized tests in math and reading. Conversely, when those mothers acquired more education, childrens test scores improved (Shriner, 2010). Many young mothers who become pregnant in high school are amongst the group of single-parent families.If these women are not able to complete high school or go on to college, the result could be lower academic achievement for their children (Shriner, 2010). Another possible explanation for research that shows lower academic achievement in children from single-parent homes is lack of financial resources and policies that support various types of families. Of 11 countries studied by Pong, et al. (2003), the Unites States ranked lowest in achievement differences between children from single versus two-parent homes.The researchers in this study also found there are several countries with equally high rates of single-parent homes as the United States. A major difference however, is that the United States is the only co untry that did not flip government funded family allowances. Countries such as Austria, Norway, and Canada, offer these family allowances to lower-income families, which offer a major source of financial support (Pong, 2003). This extra income can provide enough support that a single parent can work just one job and be available to be more involved in the lives of their children.Parental Involvement In both single and two-parent homes, parental involvement in a childs education is found to be a major factor influencing academic achievement (Shriner, 2010). Anne Lewis provides an prototype of this fact in her article For example, factors that together explain almost 90% of the differences among eighth-graders in math performance on the 1992 National Assessment of Educational Progress are ones parents control student absenteeism, variety of reading materials available in the home, and excessive television watching.Reading aloud to young children, the report says, is the single most important activity that parents can undertake to influence the future reading success of their children. (Lewis, 1995, p. 431) Several studies are now showing that factors such as time spent doing homework with children, mothers level of education, and volunteering at a childs school, contribute to higher levels of academic achievement (Shriner, 2010). Discussion corporate trust the vast body of research, one conclusion that can be drawn is that there are factors beyond family structure that impact academic achievement more than family structure itself.Poverty is consistently identified as a major contributor to lower achievement scores. While supporting children on one income sort of than two makes it more likely that a single-parent family falls below the poverty line, as the economy continues to decline and unemployment numbers rise, more and more two-parent families find themselves in poverty as well (DeNavas-Walt, 2011). According the 2010 information from the U. S. Census Bur eau, there are 46. 2 million people in this country living at or below the poverty line.This is the largest number found in the 52 years that poverty has been studied (DeNavas-Walt, 2011). In countries that have developed policies that help support and supplement families below the poverty line, the achievement scores on standardized tests have improved (Pong, 2003). Without solid support policies in place to assist families in poverty, despite the structure of that family, achievement scores will continue to fall in the United States. Building on the issue of poverty and academic achievement is the issue of parental involvement.With parental involvement being a key factor in academic success, it stands to reason that in families where one or more parent has to work more than one full-time job or one job with an excessive amount of hours, there is less opportunity for parental involvement in education. Despite the changing structure and economics of families in the United States, th e educational system and governmental policies have not caught-up in terms of supporting family involvement (Lewis, 1995).There is research to indicate that stronger policies that support parental literacy and financial resources for low-income families is correlated with higher achievement scores (Pong, 2003). There is a great deal of research about family structure and academic achievement. Though it was previously thought that being in a single-parent household was in itself detrimental to a childs achievement, research has now brought to light factors that are more specific and are now disputing the original conclusions about single-parent homes.This research will be instrumental in helping educators, parents, and policy-makers to make changes that will better support families and improve academic achievement in children in the United States. References Adoption Media LLC. (2011, November). Single Parenting and Childrens Academic Achievement. Retrieved from adoption. com http//l ibrary. adoption. com/articles/single-parenting-and-childrens-academic-achievement. html This article cites significant research on the issue of single-parenting and academic achievement.Specifically the article discusses two of the major theories researched in terms of family structure, the Family Deficit Model and the Risk and Protective Factors Model. Adoption Media LLC provide community service information and resources to families considering adoption from any angle. This company has provided assistance and information to several password media organization, and thoroughly cites research for the articles on the website. Center for American Progress. (2006, July 26). Measuring Academic Achievement. Retrieved from americanprogress. rg http//www. americanprogress. org/issues/2006/07/b1982011. html The Center for American Progress is a political action mission which reviews and advocates on different political issues. The website for this organization provides a detailed definitio n for the term academic achievement and how it is measured. DeNavas-Walt, C. P. (2011). U. S. Census Bureau, Current Populations Reports, Income, Poverty, and Health Insurance coverage in the United States 2010. Washington D. C. U. S. Government Printing Office. This