Parenting Style and Generational Immigrant Status on African-American Immigrant Academic Success

Rocky Mountain Educational Research Association
Paul Shuler
Presentation Date: 
Saturday, November 3, 2012
Event or Conference: 
Academic Conference
Presentation Type: 
Paper Presentation
Presentation Location: 
Las Cruces, NM
United States
From acceptance email: Congratulations! Your proposal has been accepted for a paper presentation at the annual Rocky Mountain Educational Research Association conference to be held at New Mexico State University, Las Cruces, NM, on November 2-3, 2012.
The study addressed the problem of unacceptably low graduation rates of African American high school students. Conducted a quantitative correlational explanatory study to investigate possible associations between immigration stage and achievement status of African American high school students that puts them on target for graduation. Survey data collected was from five high schools in New York City. The independent variable immigrant generational stage was appraised across three generations of African Americans (1st, 2nd and 3rd generations) and weighted in sub-variables of foreign culturally influenced parental style, ethnic capital, and perceived self-efficacy. Data collected were analyzed using analysis of variance, multiple regression and regression statistics. Results indicate generational immigrant stage and self-efficacy are associated with the academic status of the students. Foreign influenced parental style and ethnic capital are not associated with academic status of the demographic. A key finding is first generation students performed better than each subsequent generation of their peers. Implications are that fresh ethnic cultural memory and high self-efficacy beliefs result in better academic outcomes for African American students. The need for culturally ingenious leadership to facilitate ethnic cultural values and promote self-efficacy beliefs of African American students for more favorable academic outcomes is indicated by the results of the study. Certification in cultural competencies relative to the operating context is therefore a prerequisite for educational leaders working among this demographic.