High School Family Centers: Transformative Spaces Linking Schools and Families in Support of Student Learning

ABSTRACT

This study explores school, family, and community partnership at the high school level, using eight family centers as the entry point for the investigation. The purpose of the study was to identify ways that parents and school staff could collaborate to support high school students' achievement. The study findings led to the development of a model that represents three inputs that are crucial to the creation of a successful family center: (1) a supportive infrastructure, (2) the existence of skilled center staff, and (3) the presence of responsive programming. These three inputs led to the creation of a thriving center that acts as a transformative space, a “zone of community,” that results in four outputs: (1) the creation of relational trust among adults, (2) shift in parents' role construction and efficacy, (3) the generation of student relational trust, and (4) the development of student efficacy. The data from this study suggest that the relational trust developed in these transformative spaces called family centers can have a positive effect on student efficacy. The study concludes with seven recommendations for schools and districts looking to establish family centers in high schools as a way to expand family engagement at the high school level.     

Family Structure Transitions and Maternal Parenting Stress

Data from the Fragile Families and Child Wellbeing Study (N = 4,176) are used to examine family structure transitions and maternal parenting stress. Using multilevel modeling, we found that mothers who exit coresidential relationships with biological fathers or enter coresidential relationships with nonbiological fathers reported higher levels of parenting stress than mothers in stable coresidential relationships. Mothers who enter coresidential relationships with biological fathers reported lower levels of parenting stress than mothers who remain single. Mothers' resources, especially their relationships with biological fathers, accounted for most of the associations between transitions and parenting stress, with posttransition resources being more important than pretransition resources. Mothers with high levels of education were less affected by transitions than mothers with less education.     

Childhood Family Dissolution and School Outcomes. The Timing of Dissolution Effects

Abstract

Existing studies estimate the negative effects of family dissolution; however, evidence regarding when such effects appear is lacking. The effect is hard to isolate for at least two reasons: families select into dissolution; and effects might be observed before, during and after the dissolution. This paper presents evidence regarding the timing of dissolution effects. Family fixed effects (FEs) and a value-added model handle selection; timing is addressed by exploiting repeated observations of student performance before and after dissolution. I present evidence of weaker performance among students from dissolving families, an effect mainly driven by the deterioration of family relations before the break. The divorce itself seems to be less important.     

Family Integration,Achievement Values,Academic Self-Concept and Dropping Out of High School

Recognizing the linkages among family, neighborhood, and work, this study examines whether neighborhood resources (neighborhood satisfaction and informal helping) mediate the relationships between job stressors (work hours, job inflexibility, and work-to-family conflict), family stressors (housework hours and family-to-work conflict), and father-child relationship quality. We performed OLS regressions on data from fathers (N?=?85) from a random sample of couples from the northern part of a western state. Results indicate a direct and negative relationship between job inflexibility and father-child relationship quality that is partially mediated by neighborhood satisfaction. Additionally, family-to-work conflict bears a direct and negative relationship with father-child relationship quality, and neighborhood satisfaction mediates this relationship. Altogether, the analyses support the contention that neighborhood resources may mitigate some of the stresses associated with work and family life.     

Family Structure States and Transitions: Associations With Children's Well‐Being During Middle Childhood

Using longitudinal data from the Maternal and Child Supplement of the National Longitudinal Survey of Youth (N = 3,862) and Hierarchical Linear Models, we estimated associations of family structure states and transitions with children's achievement and behavior trajectories during middle childhood. Results suggest that residing in a single‐mother family was associated with small increases in behavior problems and decreases in achievement and that residing in a social‐father family was associated with small increases in behavior problems. Family structure transitions, in general, were associated with increases in behavior problems and marginally associated with decreases in achievement. Transitioning to a single‐mother family was associated with increases in behavior problems, whereas transitioning to a social‐father family was associated with decreases in reading achievement.     

Adolescent Sexuality: Disentangling the Effects of Family Structure and Family Context

Growing up in single‐parent, step‐, cohabiting, or lesbian families has been suggested to have negative effects on adolescent sexual behavior. However, our analysis reveals that, with the exception of girls in single‐parent families, family structure does not significantly influence adolescents' sexual initiation. Rather, the family context—more specifically the mother‐child relationship, their level of interaction, and the mother's attitudes toward and discussion of sex—is associated with adolescent sexual debut. When looking at sexually active teenagers, neither family structure nor family context have an impact on the sexual partnerships of boys, and they explain little in terms of girl's sexual partnering.     

The Transition to High School

Abstract

This study investigates teacher reports of their communication and relationships with parents over the transition to high school in a large, urban, and predominantly minority school district. Hierarchical linear modeling techniques were used to estimate elementary (n = 10,237) and high school (n = 3,140) teachers' outreach to and trust of parents, controlling for their background and school compositional characteristics. Teachers with more negative attitudes about student learning capacities and non-White teachers reported less communication and less positive relationships with parents. Teachers in high schools with predominantly Latino student bodies reported less communication and less positive relationships with parents, while this was not true for teachers in elementary schools. Implications for school practice and policy are discussed.     

The Relationship between High School Sector and Educational Success: Focusing on the Social Background of Private High School Students

This study investigates the influence of high school sector on educational success in Japan. A range of previous research on disparities among high schools has revealed that high school rank (based on the academic ability of pupils, etc.) originated from the democratization of high school. However, given that the democratization of high school is supported by private high schools, high school sector may become a factor for high school ranking. The data used for the analysis are the 2005 National Survey of Social Stratification and Social Mobility (SSM) in Japan. The results indicate that students who enter private high schools have lower academic ability than students who enter public high schools. By contrast, private high school students have greater educational success than public high school students. Moreover, this study reveals that private high school students are generally from a higher social class than public high school students. Given that the use of entrance examinations for private junior high schools has been increasing since the 1990s, in the future, the effect of private schools on educational success may become stronger in not only high schools but also junior high schools. This study thus emphasizes the importance of paying greater attention to the relationship between educational success and the private and public school sectors.     

The Effects of Family Structure on African American Adolescents' Marijuana Use

The relationship between family structure and marijuana use throughout adolescence was assessed among 1,069 African Americans from the NLSY. A model was also tested suggesting that the effects of family structure on marijuana use would be mediated by poverty, neighborhood quality, and adolescents' self‐control. As most prior studies have found, family structure was not related to female adolescents' marijuana use. For young men, being raised with both biological parents was associated with less marijuana use throughout adolescence compared to those whose mothers never married, divorced early and never remarried, or divorced and remarried. Some support for the model was also found. We concluded that being raised without the presence of a biological father is a risk factor for marijuana use among young men, but African American young women from single‐parent households have unique resources that protect them from marijuana use. Understanding those resources may offer insight into prevention programs for other youth.     

Family Mapping: A Cumulative Measure of Family Structure and Instability

Family structure is an important area of study given the growing rates of family instability. The research, however, is limited due to broad definitions and measurement methods that only consider one time point. Using a sample of young adults (N = 398), our goal was to develop a user-friendly implementation procedure and coding system that efficiently captures a broad range of information. The coding system offered includes multiple levels of detail and hundreds of previously untapped variables. Examinations of standard methods versus the cumulative family mapping method revealed additional variance explained in measures of substance use, providing early indications of measurement utility.     

Family Structure and Child Well‐being: Integrating Family Complexity

Although children's family lives are diverse, the measurement of children's living arrangements has lagged, focusing on the relationships of children to parents while largely ignoring sibling composition. Using data from the 2008 Survey of Income and Program Participation (N = 23,985) the authors documented patterns of family complexity among a nationally representative sample of children ages 0–17 living in a range of family structures. They also examined the independent and joint associations of family structure and family complexity on child economic well‐being. Family complexity was independently related to economic disadvantage, namely, a lower income‐to‐needs ratio and a higher likelihood of public assistance receipt. The role of family complexity was partially contingent on family structure, with the positive association between family complexity and receipt of public assistance more pronounced for children in families with 2 married biological parents. This study demonstrates the utility of integrating family structure and family complexity in studies of children's well‐being.     

The Community Context of Family Structure and Adolescent Drug Use

Using data from the National Educational Longitudinal Study (NELS), this article investigates a number of hypotheses used to explain the relationship between family structure and adolescent drug use. In particular, using linked community‐level data, an explicit examination of hypotheses drawn from a community‐context model is conducted. These hypotheses posit that the impact of family structure on adolescent behavior is, in part, explained by the different types of communities within which families reside and that community characteristics moderate the impact of family structure on drug use. The results of multilevel regression models fail to support these hypotheses; adolescents who reside in single‐parent or stepparent families are at heightened risk of drug use irrespective of community context. Moreover, adolescents who reside in single father families are at risk of both higher levels of use and increasing use over time. A significant community‐level effect involves jobless men: Adolescents are at increased risk of drug use if they reside in communities with a higher proportion of unemployed and out‐of‐workforce men.     

The Effects of Divorce on the Academic Achievement of High School Seniors

Abstract

The divorce rate in the United States has climbed at an astounding rate during the past 80 years. Consequences of this change in family structure have impacted millions of children in a variety of ways. This study assessed the impact of divorce in relation to students' academic achievement. Two hypotheses were introduced reflecting expectations suggested by previous studies. High school seniors from a middle class school in a Rocky Mountain State served as the population for this study.

The results suggest that family structure impacts both the grade point average and attendance of high school students. Adolescents from intact families outperform those students from other family structures. One of the most surprising findings was that these results were most pronounced for females. Females were more negatively impacted by family structures due to divorce than were males.     

Intergenerational Coresidence and Family Transitions in the United States, 1850 - 1880

This study uses a new source of linked census data (N = 6,734) to test theories proposed to explain the high intergenerational coresidence in 19th‐century America. Was it a system of support for dependent elderly, or did it reflect intergenerational interdependence? I focus on transitions from middle age to old age, and I assess key predictors of family transitions, including widowhood, retirement, disability, migration, and wealth. The results show that adverse events precipitated changes in the headship of intergenerational families but did not increase the likelihood of residing in an intergenerational family. The findings suggest that 19th‐century intergenerational coresidence was not principally a means of old‐age support; more often, probably, there was a reciprocal relationship between generations.     

Effects of Family Structure Type and Stability on Children's Academic Performance Trajectories

Using five waves of panel data from 8,008 children in the ECLS‐K, the current study compared children's academic performance growth curves from kindergarten through fifth grade among three types of nondisrupted and three types of disrupted families. The analyses found that children in nondisrupted two‐biological‐parent and nondisrupted stepparent households consistently made greater progress in their math and reading performances over time than their peers in nondisrupted single‐parent, disrupted two‐biological‐parent, and disrupted alternative families with multiple transitions. These trajectory differences were either partially or completely accounted for by family resources in the kindergarten year (Time 1). Overall, our findings provided strong support for the resource‐deprivation perspective and partial support for the instability‐stress perspective.     

Family Structure and Parent–Child Contact: A Comparison of Native and Migrant Families

This article is an investigation of the frequency of contact between parents and adult children in Germany. It compares Turkish immigrants and native Germans and includes both biological and step‐relations. After the United States and Russia, Germany reports the third highest proportion of immigrants internationally, but the extent to which results regarding natives are applicable to immigrant families remains unknown. Data are from the first wave of the German Generations and Gender Surveys (2005) and the supplemental survey of Turkish citizens living in Germany (2006). A total of 7,035 parent–child relations are analyzed. The frequency of parent–adult child contact is significantly higher for biological parents living with the child's other biological parent than for parents without a partner, parents with a new partner, or stepparents. Contact is more frequent for all Turkish families, but the pattern of variation by family structure is similar for both Germans and Turks.     

Family Structure History and Adolescent Romance

This study examined the association between family structure history and adolescent romance. Using a national sample drawn from Add Health (N= 13,570), family structure at Wave I was associated with the likelihood that adolescents were involved in a romantic relationship at Wave II and, among those in a relationship, the number of relationships they had since Wave I. Cumulative family instability and its timing were also associated with these outcomes and largely drove the family structure effects. Gender and age interactions suggest that experiences of family instability were more consequential to the romantic lives of boys and younger teens.     

Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents

Abstract

Using the 1992 NELS data set, this study assessed the effects of three aspects of parental involvement and family structure on the academic achievement of those children. The results indicate that family structure and two of the three aspects of parental involvement were associated with higher adolescent academic achievement, when gender, race, and socioeconomic status are controlled for. Family structure was the single greatest predictor of academic achievement. The extent to which parents discussed school issues and attended school functions also had a positive impact on adolescent academic achievement. Whether a parent checked on a child's homework and checked on his or her friends did not have a positive impact, and sometimes had a negative effect, on academic achievement. The significance of these results is discussed. To the extent that parental family structure is, in itself, partially a measure of parental involvement, the relative influence of family structure and other measures of parental involvement on children's academic achievement is discussed.