The Role of Education in the Parenting Practices of Black Parents of Preschoolers

Abstract

Few empirical studies have examined within group differences of Black parenitng practices.  This study aimed to identify the role of educational attainment in predicting within group difference on two parenting practices associated with academic achievement: home literacy promotion and parent involvement in school.  A sample of 103 Black parents with preschool-aged children was recruited from private urban child care centers.  Parents who attained a Bachelor's degree or more had significantly higher home literacy promotion than those with some college experience or a high school diploma.  There were no differences in home literacy promotion between parents with some college and those with a high school diploma.  Teacher reports of parent involvement did not significantly differ as a function of parental education or income.  Implications for practice with parents are discussed.