Abstract
The role of mothers as socializing agents for their daughters' academic performance is examined in a longitudinal study of 110 girls seen during both middle and high school. Based on a life-course model emphasizing ongoing interactions between individuals and their environments, the following concurrent and longitudinal correlates of math/English grades are examined: (a) maternal attitudes toward math/English, b) girls' ratings of the importance of math/English, (c) mastery and coping, (d) cognitive abilities, and (e) family relations (all measured during middle school). Additionally, girls' attitudes toward and grades obtained in math/English are examined across middle and high school. We find that girls consider English more important than math at both times; ratings of the importance of math became less positive over time. Math grades remained the same over time, while English grades improved. Our life-course model reveals that during middle school, mothers' attitudes for daughters' math and girls' cog...
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