Kayla, Valencia, Franklin, and Trey: Case Studies in African American School Success and
Parenting Behaviors
Author(s): Jean C. Murphy
Source: YC Young Children, Vol. 58, No. 6 (November 2003), pp. 85-89
Published by: National Association for the Education of Young Children (NAEYC)
Stable URL: https://www.jstor.org/stable/42729022
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anaTrey
Case Studies in AFrican American
If
School Success and Parenting Behaviors
I ^Layla, Valencia, Franklin, and
type of social environment needed
Trey are high academic achievers.
for school success.
Research documents the efficacy
of the role of African American
parents in educational achievement.
Robert Hill's (1971, 1997) seminal
works on the strengths of Black
the honor roll and win awards at
families indicates that a high
achievement outcomes
achievement orientation is just one
each primary and elementary grade
of five factors
that have maintained
The media constantly
bombard
us
level (K-4).The four children took
and
sustained
Black
with stories of school failure, families
low over
the required Iowa Tests of Basic
achievement, and the
widening
gapinclude
the years.
(Other strengths
Skills (ITBS) and national Terra Nova
mainstream
strong
kinship bonds, a strong work
examinations, scoring at grade levelbetween minority and
children. But when do we hear stoorientation, adaptability of family
or higher.
These children's academic
ries of the many African Americanroles, and a religious orientation.)
achievers? When are their stories
achievement is no accident. All four
Reginald Clark (1983) also exambenefit from the continuous, activeprofiled? When do we have the op- ines the phenomenon of achieveportunity to balance the negative ment in Black families from a
involvement of their parents in
position of strength. Clark posits,
guiding and influencing their schoolwith the historic legacy and contemporary examples of African Ameri-and I concur, that family members'
success. Their families pass on
Each child is of African American
heritage, and each excels in elementary school. Consistently they make
Family values influence
cultural values and use intentional
can academic achievements?
behaviors that support and advanceThe case studies in this article
chronicle my journey into underacademic success. They provide the
standing academic achievement
among African American children. I
Jean C. Murphy, Ed.D., is associate have come to understand that
professor of education at Chicago State
African American parental values
University. She researches African
and expectations, active participaAmerican parenting behaviors and
tion, and emotional availability play
closely examines those that most
critical roles in their children's
positively impact school success. She
school achievement. They are
speaks often on the subject at local and
national conferences.
strongly related.
Young
Children
•
November
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2003
85
beliefs and values and the overall
ment from Kayla's teacher led her
parents, through their own initiative,
Nine-year-old
to employ the services of a reading
grade,
in
tutor. Kathy
and Kennethher
exercised
Choir
Academ
scrutiny and caution in the selection
Kayla
quality of their interactions influence student achievement. This
belief goes against conventional
wisdom that strongly suggests
family composition (for example, the school
of a tutor, funde
choosing one who was a
school
system
two-parent family) and economic
candidate for
a master's degree in
and
reading instruction. The
tutor
status (middle- and upper-income Kenneth
degrees
assisted Kayla withand
skills in pholevels) largely determine school
istrators
in
s
success. Ogbu (1986) argues that
nemic awareness and reading
have
ha
With tutorial
interactive behaviors (family beliefsThey comprehension.
and values, and quality of interac- Kayla's
assistance and ambit
reading software
of
how
ac
provided by her to
parents, Kayla was
tions) constitute the "hidden
sional
career
curriculum" or the socialization
able to develop solid comprehension
have
skills and maintain
her status as an
process that enables African Ameri- college
of discussion in their household
can children from low- as well as
since Kayla's preschool years.
middle-income families to experi-
honor roll student.
In addition to establishing a psyAs a result of her parents' influ-chological framework for school
ence school success.
ence, Kayla is very achievement success, Kathy and Kenneth provide
structural supports. For example,
always placed an extraordinarily oriented. She says she likes school
"you learn about things that
high value on education. "There isbecause
a
they designate homework hours: 7:00
be8:00
a p.m. on weekdays and 5:00 to
deep historical and cultural beliefyou
in don't know." Kayla wants to to
singer and children's music teacher
the efficacy of education. Blacks
6:00 p.m. on weekends. Kayla has
have sought education in every when she grows up, and she clearly
access to a computer in the family's
home office but often sits at the kitconceivable manner and at every understands the pathway to accomplishing these goals: "First you have
level" (Billingsley 1992, 81). Ehrhartchen table to complete assignments.
to
get into college, and also you Other educational tools include
Morrison notes, "The majority of
African American families have
have to get two degrees to get a
Black people throughout American
history have treated education as good job."
educational software in content
areas, reference books, children's
In first grade Kayla encounteredliterature,
a
and a desk with a lamp.
few
problems
with
reading
comprehave held tenaciously to the belief
Both parents provide supervision
their holy grail
hension and fluency. This assess-and guidance for homework assign-
that the lives of their children can be
improved by education" (1997, 60).
Education, according to researchers
ments. Kathy covers reading
and language arts, and Ken-
Hill, Clark, Billingsley, and EhrhartMorrison, is the lifeblood of African
science. Kenneth sees his role
American achievement.
as one of facilitator. He helps
neth focuses on math and
Scott (1986), academic achievement
Kayla "problem solve to answer questions herself without
is dependent on more than individual abilities. Their findings
being told the correct answer."
His goal is for his daughter to
indicate that the social environment
meet or exceed prescribed
academic standards. Kathy
According to Clark and Jones-
in which learning takes place also
enhances the behaviors that result
views her role as one of provider, being "involved in all
in achievement. 1 too believe there is
aspects of Kayla's education."
a significant correlation between
school success at the primary grade
level (K-3) and the behaviors of
African American families. The four
The family participates in
school functions such as
curriculum night, fund-raisers,
and science fairs. During the
summer Kenneth and Kathy
>>
s:
a
case studies presented here support
O
historical and contemporary
CO
Vh
DO
O
sz
cu
literature that reveals African
enroll Kayla in both academic
and recreational programs,
and take educational trips to
American families as supporters"o2 and
facilitators of their children's school
achievement.
86
S*
C/2
supplement their daughter's
©
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2003
Albert has an associate's degree homework and listens well - both
are habits essential to school
and works as a sanitation engineer.
success. Valencia is also a note taker
Sonja has a bachelor's degree.
Albert and Sonja expect Valenciaand uses her notes to help her study.
Valencia likes school, her teacher,
to participate in homework activities
for at least 45 minutes each day.
and reading. "I also like math and
Though Valencia doesn't have her language arts," she says.
own desk or reference books, there
is a designated area - the kitchen
Franklin
Ten-year-ol
fifth-grader
school experiences. They also
encourage extracurricular opportunities, such as voice and piano
lessons, ice skating, ballet, bowling,
and Girl Scouts. Kayla has per-
elementary
has had a stellar academic
career. He has always been on
the school's honor roll, was
named a Principal's Scholar
formed as a soloist in church and at
during his third and fourth
a children's talent concert.
grade years, was selected as
Kayla appears to have caught her
Student of the Month, and
earned awards for perfect
attendance, and has won two
parents' vision of the importance of
educational achievement and school
success; consistently she makes the
top Science Fair awards. Every
year Franklin has scored
high - above grade level in
reading and math - on the
academic honor roll, can envision
herself as a professional, and can •G>>
articulate the process for accom- a
plishing those goals. She says she's o
o
js
special because "I have good parents."
Ou
<«
U.
ITBS exam.
00
Franklin is the older of two
children (the younger is four).
2
Õ
5*
His mother Antoinette is a first
©
grade teacher in the Chicago
C/î
Valencia
Eight-year-old
th
table - for homework and study. A Valencia,
younger
of
Sonja
and
Alber
computer,
a calculator,
and educational software
are available
as
children,
is
enrolled
in
thi
a
Chicago
public
school.
L
homework aids
and subject area
enhancements.
Valencia
has
consistently
honor roll. She also has received
Sonja takes the lead and Albert
citizenship and attendance awards,assists with homework, but both
taken second place in the school parents are involved and available to
science fair, and earned an honorableassist the children. Sonja usually
mention for a story she wrote.
cooks while Valencia and her
Both Sonja and Albert have
brother complete homework; she is
there to provide oversight and asValencia and her brother. They sessment (checking for content and
envision college preparation for the
form and giving tests, for example).
children's careers and "would like to
Albert is available, he says, "to ask
>»
see them happy, well grounded, and
and answer questions that the chiljs
a
successful at whatever they pursue."
dren may have." He uses open-ended
o 1
Both are committed to providing allquestions to stimulate their thinking.
o
sz
supports (financial, physical,
Valencia appears to have a clear
a.
•a
emotional, and academic) necessary
concept of what it takes to succeed
"Õ
to help Valencia achieve her goal of
in school. She explains that she S*does
©
well in school because she does her
becoming a teacher, like her mother.
visions of academic success for
CÖ
ht
00
C/3
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2003
87
public schools, and his father
Trey
Franklin Sr. is a store manager. They
Arlena has an established schedule and location for her children's
Trey
is
seve
study and
homework. Trey's
homeArlena,
a
si
work time includes 3:30 to 5:00
p.m.
ond-grader
at his after-school program and from
public
schoo
6:00 to 7:00 at home.
All work is
are both college graduates.
Franklin's parents expect him to
succeed in school. They, like the
parents of the other children in this
article, structure their family in ways
that undergird and strengthen aca-
northwest Wisconsin. He has been on
completed at the kitchen table,
the honor roll since beginning kinderunder Arlena's supervision. As she
garten, was Top Reader in kindergarcooks dinner, she has Trey read
ten and first grade, and has received
aloud or gives him spelling tests.
demic achievement. They establish
times for study, maintain a physical
perfect-attendance awards as well.
presence while homework is being completed, and offer technical
support and reference skills.
The household schedule for
study is 3:00 p.m. until homework
She says she makes time for
her children every day, "to let
them connect with you, to hear
about their struggles and problems. This helps you as a mother."
A computer with math and
reading software programs is in
the living room, and there are
completion, Monday through
Friday, and on weekends "when
necessary." Antoinette, while
finishing her undergraduate
degree, studied nightly alongside Franklin in the living room.
are also loads of books and
The TV was not on. Now she
children's literature in the home.
reference books such as encyclopedias and a dictionary. There
Arlena saves for her chil-
reads other books as he studies,
dren's education. She wants
and the TV is still not on.
them to get a degree. "Nowadays
you have to," she says.
Franklin Sr. expects his children
to do well academically. And when
they do well, he provides constant
feedback: "Good job! Keep up the
good work." Antoinette tells 2 "
c <ü '
Franklin Jr. that college is necessary "to do anything in life. I try
1:
jU
to make him understand that you
3
never stop learning - there is ©
Conclusion
The
C/2
parents
young
iors that focus on educational
attainment, religious and spirialways something you don't know.
tual values, and family interacTrey's mother has established tions/kinship bonds. Each family,
Go to college!" She has already taken
expectations for her children's sucFranklin Jr. to visit five college
with its high expectations and vicess. Arlena is available and acces-
campuses.
sion, establishes a psychological
to her children during sched-climate for school success. Parents
According to Franklin, he hassible
done
well in school because he has had
uled homework times, and she proare actively involved in homework
vides materials to assist and support
"great teachers, parents who cared
completion and critique, providing
their assignments. She also volunabout my school work, friends who
oversight and promoting critical
to
helped me with my school work, teers
and in Trey's classroom, reading
thinking.
They provide educational
a great staff." This indicates thatother
he students. "You have to be
tools and learning materials that
has strong support for school active with your children," she says,
enhance study and homework
success from a number of sources.
"especially when they are at tending
a predominantly White school."
Science and reading are his
Arlena proudly reports that Trey
favorite subjects, Franklin says,
because "they help me learn aboutis an eager and excellent reader. She
the world and my environment." Hesays he reads voluntarily, without
also enjoys listening to music and prompting, for at least an hour each
day. "Reading and DEAR [Drop
playing basketball and baseball with
his friends.
Everything and Read] time are my
"I'm special because God made me favorite things to do," says Trey. He
special," declares Franklin. "He sent is active in a number of extracurricume on this earth to have fun, get an lar activities, such as church, Boy
Scouts, tumbling, and karate.
education, and go to college."
88
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o
schola
2003
completion. And extracurricular
activities (whether the arts or athletics) are supported by family members as an educational extension.
The socioeconomic and marital
References
describe as being critical to school
achievement is present for each of
the four children in this article.
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reading, and having family discusAmerican values (see Clark 1983;
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the holy grail.
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Clark and Jones-Scott (1986)
Copyright © 2003 by the National Association for the Education of Young Children.
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