The differential impact of family characteristics on the academic achievement of black and white youth

Abstract

In recent years concern about the black–white test score gap has grown. Yet, little attention has been given to the differential impact black and white families might have on academic achievement. The purpose of this paper is to fill this void by examining the impact of family sociodemographic and interpersonal process characteristics on the academic achievement of black and white youth. I address two questions: (1) do black and white families parent their children differently; and (2) does the size of the impact of family traits on academic achievement differ among these adolescents. Using data from Prince George's County, Maryland, as a case study, I find that black and white families employ different parenting strategies. Also, different family characteristics influence black and white achievement. I conclude with a discussion of the implications these findings have for lessening the black–white test score gap.