A cross-cultural study of the school performance of children being raised by their grandparents
AuthorTerrell, Brian Selway, 1948-
AdvisorObrzut, John E.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractAs of 1998 an estimated 4.0 million children under the age of 18 years old are being raised in their grandparents' homes because of various conditions and circumstances in the children's families. The findings of previous research have been mixed as to the academic achievement and school behavior of students being raised by grandparents. Fifty-seven volunteer caregiver-child pairings participated in this study, including 31 grandparent families, 14 single-parent and 12 two-parent families. Using a self-report questionnaire, the caregivers provided information on family structure, grandparent ethnicity, the conditions and circumstances surrounding grandparent involvement, and family relationship. The children were tested individually using standardized measures both for academic achievement (Wide Range Achievement Test 3), and for school behavior (Devereux Behavior Rating Scale--School Form). The Kaufman Brief Intelligence Test was used to control for the intellectual level of the children. The children's teachers rated their classroom behavior. The findings were compared across three family structures: children raised by grandparents, by single parents, and by two parents; and also across three ethnic groups: Black, Hispanic, and White. No significant differences in school performance were observed related to either family structure or to grandparent ethnicity. Several significant differences were found in family relationship across the three family structure groups. Only a few significant correlations were observed between school performance and the conditions and circumstances surrounding grandparent involvement. A number of significant correlations were found between school performance and family relationship. Present findings suggest that the family relationship between the caregiver and the child (more than family structure, ethnicity, conditions and circumstances, or household income) may be related to children's school performance.
Degree ProgramGraduate College