Abstract
This chapter describes two studies of parental influence conducted in Greece. The first is a national study that employed a stratified random sample of 759, 5th- and 6th-grade students throughout Greece; the second is a qualitative study of 20 families of high achieving students. Both studies examine the effects of SES variables, family processes, and academic and general self-concepts on children's language and math achievement. The results of these studies show that extensive differential socialization exists in Greece, especially in rural communities. Urban children in higher SES families were found to be more successful achievers. The more successful parents used low pressure, less help and more flexibility in supervising school work. A series of interesting propositions concludes the chapter.
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