This study examined the interactive effects of parenting and teaching styles on children's academic outcomes, and whether these effects differ by race. The theoretical framework focused on congruence between home and classroom environments. Data came from the NICHD Study of Early Child Care and Youth Development. Regression analyses found that in 1st grade, mother's warmth positively predicted some academic outcomes, and the interaction of mother and teacher control predicted social skills. In 5th grade, certain combinations of warmth or control between home and school predicted outcomes, but congruence was not a significant factor. Demographics were more consistent predictors of 1st grade achievement than environmental interactions.

1. Ecological Connections
between Families & Classroom:
Does Congruence Matter?
Presented by
Victoria Rankin Marks
Doctoral Candidate
University of Virginia
March 24, 2006

2. 2
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

3. 3
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)

4. 4
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

5. 5
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.

6. 6
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

7. 7
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

9. 9
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%)

10. 10
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

12. 12
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

13. 13
Outcome Measures—Social
 Problem Behaviors (Teacher Reported)
 Social Skills (Teacher Rated)

14. 14
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)

17. 17
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

18. 18
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

19. 19
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