Ecological Connections

between Families & Classroom:

Does Congruence Matter?

Presented by

Victoria Rankin Marks

Doctoral Candidate

University of Virginia

March 24, 2006

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Purpose of Study

To examine the interactive effect of parenting

and teaching styles on children’s academic

outcomes

To examine the differential effects of race on

the interactive effect of parenting and

teaching styles on children’s academic

outcomes

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Theoretical Framework

Ecological perspective-- importance of

understanding congruence/incongruence

between environmental contexts. 2 of 4

Models applied:

Microsystem (those contexts directly related to

children’s outcomes, e.g. families, classrooms

and schools)

Mesosystem (the interactions among the

elements of the microsystem) (Bronfenbrenner, 1979)

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Theoretical Framework cont’d

Congruence (Bronfenbrenner)--compatibility

of patterns of adult interaction expected of

child at home with experiences in classroom

In current study, similarity between maternal

parenting and teaching styles and their effect

on achievement outcomes

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Literature Review cont’d

Most studies examine the independent effect of

parenting and teaching styles on academic

achievement.

Few studies (Marchant et al, 2001; Paulson et al,

1998) examined interaction between parenting and

teaching styles.

No studies examine parenting & teaching style

interaction with differential effects of race/ethnicity.

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Conceptualization of

Research Question

Congruity/

Incongruity

Home Environment: Parental Warmth

Parental Responsiveness

Parental Control

Parental Monitoring

Classroom Environment: Teacher Warmth

Teacher Responsiveness

Teacher Control

Teacher Monitoring

Students’

Academic

Achievement

Race/Ethnicity

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Research Questions

To what extent does home environment vary for children of different racial and ethnic backgrounds?

To what extent does congruity (of any type ) between the home and classroom environment predict children’s academic outcomes?

To what extent does congruity between children’s home and classroom environments mediate the academic achievement gap?

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Hypotheses

Based on Bronfenbrenner’s theory, we

should find that if children’s home and

classroom environments are congruent, they

have positive academic outcomes

Conversely, if home and classroom

environments are incongruent, academic

outcomes should be less positive, if not

negative

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Data—NICHD SECC

Longitudinal (1991 – 2005), ages 54 months

– 7th grade

1991-- enrolled 1,364 children in the study..

Comprised of European-Americans (76.4 %),

African-Americans (12.9%), Hispanic-

Americans (6.1%), Asian-Americans (1.4%),

Native-Americans (.1%)

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Current Study

Only Black and White students

1273 students from 1st through 5th grade

(93% of original sample)

Wide variation in responses due to

incomplete responses

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Major Constructs

Home Environment—Mother/Child Structured

Interaction ratings

Classroom Environment—Classroom

Observation System ratings

Congruence—Similarities of adult interaction

with child in both home and classroom

environments. Measurement issues.

Demographics & SES

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Outcome Measures--Academic

Woodcock-Johnson Revised Sub-test Scores

Picture-Vocabulary

Letter-Word Identification

Applied Problems

Teacher Reported Academic Skills

Language

Literacy

Mathematical thinking skills

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Outcome Measures—Social

Problem Behaviors (Teacher Reported)

Social Skills (Teacher Rated)

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Research Design

Two types of regression analyses conducted. The basic analytical model:

Begins with the coefficient for educational achievement by children’s race;

Adds demographics & SES, home environment, classroom environment;

Adds the interactive effect of home and classroom environment.

Separate cross-sectional regression analyses to examine the academic achievement of children in 1st and 5th grade

Longitudinal regression, controlling for academic achievement at 1st grade

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Cross Sectional Results—Grade 1

For combination terms

No significant predictors for academic

achievement

For Social Skills--Mother’s warmth x teacher

control significant (p<.05)

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Cross Sectional Results—Grade 1

(cont’d)

For Warmth interaction terms

Applied Problems—mother’s warmth and

LT/MM (both at p<.05)

PPVT—teacher’s control (p<.05) and HT/MM

(p<.01)

Letter-word—mother and teacher control main

effect (p<.05), but no interactive effect

Social Skills—HT/HM (p<.01)

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Cross Sectional Results—Grade 1

(cont’d)

For control interactions, only Problem

Behaviors were predicted (LT/MM, p<.05)

Otherwise, control interaction had no

predictive effect

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Longitudinal Results

No predictive effects from combination terms

For Warmth interactions

Applied Problems—LT/MM and LT/HM (both

p<.05)

Problem Behaviors—MT/LM, MT/MM, HT/LM

(all at p<.05, all negative effect

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Longitudinal Results (cont’d)

For Control interactions

Race only significant for Applied Problems and

Problem Behaviors

Applied Problems predictors: teacher’s control

(+), LT/MM (-), LT/HM (-) [all at p<.05]

Problem Behaviors predictor: mother’s warmth (-)

[p<.05]

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Conclusion

For Grade 1, if there is a statistically

significant racial difference, demographic,

SES and variables are the most consistent

predictors of achievement and social

outcomes

Mother’s warmth is the main effect that

matters most (when it matters at all)

Congruence is not a significant predictor of

achievement or social outcomes.

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Conclusions (cont’d)

For Grade 5, racial difference is not always

sustained in the presence of prior

achievement.

When racial differences persist, certain

combinations of warmth or control appear

significant, but not in terms of congruence.

Household Type and Mother’s Warmth are

the most significant predictors of problem

behaviors and social skills

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Thank You